نوع مقاله : مقاله پژوهشی
نویسندگان
گروه آموزش زیست شناسی، دانشگاه فرهنگیان، صندوق پستی 889-14665، تهران، ایران
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
Background and Objectives: Providing opportunities for active and self-directed learning, flipped instruction is considered as one of the modern effective approaches for understanding concepts and acquiring skills in science education. The aim of this study was to investigate the effectiveness of the flipped teaching method on students’ learning and self-regulation in the chapter on Neural Regulation from the biology content of the eighth-grade science course. Methods: The study employed a quasi-experimental post-test design with two experimental and control groups. The population of the study consisted of all eighth-grade students in Nazarabad studying during the 2024–2025 academic year, out of which a sample of 60 students was selected through convenience sampling. The data collection instruments included a researcher-made academic achievement test to assess learning, and the Connell and Ryan's questionnaire to evaluate self-regulation. The validity of the researcher-made instrument was assessed through expert teachers’ opinions, and its reliability was estimated through the test–retest method. After instruction phases in both experimental and control groups, the participants were assessed. The obtained data were analyzed using SPSS software (version 26). Findings: Results of the descriptive and inferential statistics showed that flipped teaching had a significant effect on students’ learning and self-regulation. Students' learning and self-regulation performance scores in the flipped-instruction group were significantly different from those of the control group, at the 0.05 statistical level (p < 0.05). Conclusion: The flipped learning method can be used to teach the topic of Neural Regulation in the eighth-grade science textbook of the junior secondary schools.
کلیدواژهها [English]
)