Comparison of the effectiveness of flipped classroom biology education in gifted and normal female students

The purpose of this study was to investigate the effect of Flipped-classroom teaching on learning and motivation of students in biology. The statistical sample of the study includes 86 female students of Amol city in the academic year 2019-2020. Students were divided into four classes and were taught by a teacher in both normal and gifted high schools in the traditional and reverse classes by pre-test-post-test method. Analysis of data from the researcher-made biology academic achievement test Data analysis and motivation questionnaire with descriptive and inferential statistics were performed using SPSS software. The results shows that experimental and control groups had significant differences in all variables compared, But a more noticeable change was observed in the experimental groups. In general, it can be concluded that there is a significant difference between students who are taught in reverse class and students in the control group in terms of motivation and academic achievement. The results showed that the inverse class strengthens group collaboration and deeper learning and understanding of concepts. Examination of the parents' questionnaire also showed that they are interested in this method But factors such as lack of trust in the topics of the virtual world and the existence of