Implementing STEM-FLIP in A Science Course: A Case Study

Abstract

This study aimed to investigate the applicability of the flipped learning model supported by STEM activities (STEM-FLIP) in science courses by using the case study, one of the qualitative research method designs. The study group consisted of 20 eighth-grade students. Semi-structured interviews, student diaries, and field notes were used as the data collection tools. Inductive content analysis was used to analyze the data. In the interviews, students stated that watching videos and doing activities out of class helped them prepare for the class and discover their learning styles. They also stated that the videos enabled them to learn flexibly by increasing the opportunity to take notes and make repetitions. Most students felt that the STEM-FLIP activities increased active participation in class and provided meaningful learning. During the in-class studies, students indicated that the STEM-FLIP activities provided meaningful and fun learning, and transferring knowledge to everyday life. Teacher field notes indicated that students developed creative ideas through group activities, produced solutions to problems they encountered, and enjoyed creating products together. In addition, STEM-FLIP increased student interest and motivation in science education, improved their collaboration and communication skills, and increased their use of technology. Some suggestions were made in light of the research findings.

Keywords

• STEM-FLIP
• science education
• case study
• energy conversion and environmental science

References

1. Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1-14. https://doi.org/10.1080/07294360.2014.934336
2. Aksoy, İ. (2020). Ortaokul fen öğretiminde ters yüz sınıf uygulamaları (Yüksek lisans tezi, Kastamonu Üniversitesi, Fen Bilimleri Enstitüsü).
3. Anwari, I., Yamada, S., Unno, M., Saito, T., Suwarma, I., Mutakinati, L., & Kumano, Y. (2015). Implementation of authentic learning and assessment through STEM education approach to improve students’ metacognitive skills. K-12 STEM Education, 1(3), 123-136. https://www.learntechlib.org/p/209546/
4. Asmahasanah, S., Ibdalsyah, & Sa’diyah, M. (2018). Social studies education in elementary schools through contextual REACT-based on environment and sociopreneur. International Journal of Multicultural and Multireligious Understanding 5(6), 52-61. https://doi.org/10.18415/ijmmu.v5i6.487
5. Aspridanel, A., Abdurrahman, A., Lengkana, D., & Jalmo, T. (2022). STEM-integrated flipped classroom in the teacher’s perspective: Could its implementation in e-module improve system thinking ability?. Indonesian Journal of Science and Mathematics Education, 5(1), 43-52. http://dx.doi.org/10.24042/ijsme.v5i1.10663
6. Aydın, B. (2016). Ters yüz sınıf modelinin akademik başarı, ödev/görev stres düzeyi ve öğrenme transferi üzerindeki etkisi (Yüksek lisans tezi, Süleyman Demirel Üniversitesi, Eğitim Bilimleri Enstitüsü).
7. Baharin, N., Kamarudin, N., & Manaf, U. K. A. (2018). Integrating STEM education approach in enhancing higher order thinking skills. International Journal of Academic Research in Business and Social Sciences, 8(7), 810–821. http://dx.doi.org/10.6007/IJARBSS/v8-i7/4421
8. Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Alexandria, VA: International Society for Technology in Education.

9. Bergmann, J., & Sams, A. (2014). Flipped learning: Gateway to student engagement. Washington: International Society for Technology in Education.
10. Bhattacharjee, A. (2012). Social science research: Principles, methods and practices (Book 3). USF Tampa Bay Open Access Textbooks Collection.
11. Birgin, A. (2022). STEM yaklaşımı ile mevsimlerin oluşumu konusunda bir öğretim modülünün geliştirilmesi ve ters yüz edilmiş sınıflarda uygulanabilirliğinin incelenmesi (Yüksek lisans tezi, Aksaray Üniversitesi, Fen Bilimleri Enstitüsü).
12. Bishop, J., & Verleger, M. A. (2013, June). The flipped classroom: A survey of the research. In 2013 ASEE Annual Conference & Exposition (pp. 23-1200).
13. Bybee, R. W. (2010). Advancing STEM education: A 2020 vision. Technology and Engineering Teacher, 1(70),30-35.
14. Casselman, M. D., Atit, K., Henbest, G., Guregyan, C., Mortezaei, K., & Eichler, J. F. (2019). Dissecting the flipped classroom: Using a randomized controlled trial experiment to determine when student learning occurs. Journal of Chemical Education, 97(1), 27-35. https://doi.org/10.1021/acs.jchemed.9b00767
15. Chang, S. H., Yang, L. J., Chen, C. H., Shih, C. C., Shu, Y., & Chen, Y. T. (2024). STEM education in academic achievement: a meta-analysis of its moderating effects. Interactive Learning Environments, 32(6), 2401-2423. https://doi.org/10.1080/10494820.2022.2147956
16. Cheng, X. (2023). Flipped learning model: An effective approach to primary school stem education. Science Insights Education Frontiers, 15(1), 2145-2146. https://doi.org/10.15354/sief.23.co044
17. Christie, B. A., Miller, K. K., Cooke, R., & White, J. G. (2013). Environmental sustainability in higher education: How do academics teach?. Environmental Education Research, 19(3), 385-414. https://doi.org/10.1080/13504622.2012.698598
18. Çınar S., & Kereci, N. (2020). Sınıf öğretmenlerinin mühendislik tasarım uygulamalarının fen bilimleri öğretimine entegrasyonu hakkındaki görüşleri: Ordu örneği, International Journal of Innovative Approaches in Education, 4(2), 26-45. https://doi.org/10.29329/ijiape.2020.261.1
19. Colomo Magaña, E., Soto-Varela, R., Ruiz-Palmero, J., & Gómez-García, M. (2020). University students’ perception of the usefulness of the flipped classroom methodology. Education Sciences, 10(10), 275. http://dx.doi.org/10.3390/educsci10100275
20. Coşkun, G. (2020). Ters yüz eğitim modeliyle STEM etkinliklerinin fen bilgisi öğretmen adaylarının öz yeterlik inançlarına ve STEM eğitim yaklaşımına yönelik etkisi (Yayımlanmamış yüksek lisans tezi, Akdeniz Üniversitesi, Eğitim Bilimleri Enstitüsü).
21. Crawford, M. L. (2001). Teaching contextually. Research, rationale, and techniques for improving student motivation and achievement in mathematics and science. Texas: Cord.
22. Creswell, J. W. (2003). Research design: Qualitative, quantitative and mixed methods approaches. Sage Publications
23. Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches (2th ed.). USA: SAGE Publications.
24. Creswell, J. W. (2012). Educational research planning, conducting, and evaluating quantitative and qualitative research (4th ed). Boston: Pearson.
25. Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61, 563-580. https://doi.org/10.1007/s11423-013-9305-6
26. Demir, E. (2020). 5. sınıf fen bilimleri dersi insan ve çevre ünitesinde ters yüz sınıf uygulamalarının çevre bilincine etkisinin incelenmesi (Yüksek lisans tezi, Kastamonu Üniversitesi, Fen Bilimleri Enstitüsü).
27. Denzin, N. K., & Lincoln, Y. S. (2005). Introduction: The discipline and practice of qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE handbook of qualitative research (3rd ed., pp. 1–32). SAGE Publications.
28. Ding, Q., & Zhu, H. (2021). Flipping the classroom in STEM education. In Handbook of Research on Innovations in Non-Traditional Educational Practices (pp. 155-173). IGI Global.
29. Divjak, B., Rienties, B., Iniesto, F., Vondra, P., & Žižak, M. (2022). Flipped classrooms in higher education during the COVID-19 pandemic: Findings and future research recommendations. International Journal of Educational Technology in Higher Education, 19(1), 1-24. https://doi.org/10.1186/s41239-021-00316-4
30. Dodds, M. (2015). Evidence for the Flipped Classroom in STEM. York University PGCHE Resources.
31. Doğan, Y., Batdı, V., & Yaşar, M. D. (2023). Effectiveness of flipped classroom practices in teaching of science: A mixed research synthesis. Research in Science & Technological Education, 41(1), 393-421. https://doi.org/10.1080/02635143.2021.1909553
32. Drisko, J., & Maschi, T. (2016). Content analysis. Oxford University Press. https://doi.org/10.1093/acprof:oso/9780190215491.001.0001
33. Eichler, J. F., & Peeples, J. (2016). Flipped classroom modules for large enrollment general chemistry courses: a low barrier approach to increase active learning and improve student grades. Chemistry Education Research and Practice, 17(1), 197-208. https://doi.org/10.1039/C5RP00159E
34. Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107-115. https://doi.org/10.1111/j.1365-2648.2007.04569.x
35. Enfield, J. (2013). Looking at the impact of the flipped classroom model of instruction on undergraduate multimedia students at CSUN. TechTrends, 57, 14-27. https://doi.org/10.1007/s11528-013-0698-1
36. Erkan, H., & Duran, M. (2023). The effects of STEM activities conducted with the flipped learning model on primary school students’ scientific creativity, attitudes and perceptions towards STEM. Science Insights Education Frontiers, 15(1), 2175-2225. https://doi.org/10.15354/sief.23.or115
37. Eroğlu, S., & Bektaş, O. (2016). STEM eğitimi almış fen bilimleri öğretmenlerinin STEM temelli ders etkinlikleri hakkındaki görüşleri. Journal of Qualitative Research in Education, 4(3), 43- 67. https://doi.org/10.14689/issn.2148-2624.1.4c3s3m
38. European Commission. (2016). Communication from the commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions improving and modernizing Education. Retrieved from https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=COM%3A2016%3A941%3AFIN
39. Falloon, G., Hatzigianni, M., Bower, M., Forbes, A., & Stevenson, M. (2020). Understanding K-12 STEM education: A framework for developing STEM literacy. Journal of Science Education and Technology, 29, 369-385. https://doi.org/10.1007/s10956-020-09823-x
40. Filiz, O., & Kurt, A. A. (2015). Flipped learning: Misunderstandings and the truth. Journal of Educational Sciences Research, 5(1), 215-229. http://dx.doi.org/10.12973/jesr
41. Flipped Learning Network [FLN] (2014). The four pillars of F-L-I-P. http://flippedlearning.org/cms/lib07/VA01923112/Centricity/Domain/46/FLIP_handout_FNL_Web.pdf
42. Foertsch, J., Moses, G., Strikwerda, J., & Litzkow, M. (2002). Reversing the lecture/homework paradigm using eTEACH® web‐based streaming video software. Journal of Engineering Education, 91(3), 267-274. https://doi.org/10.1002/j.2168-9830.2002.tb00703.x
43. Frydenberg, M. (2012). Flipping excel. In Proceedings of the Information Systems Educators Conference (Vol. 2167, p. 1435).
44. Fulton, K. (2012). Upside down and inside out: Flip your classroom to improve student learning. Learning & Leading with Technology, 39(8), 12-17.
45. Fung, C. H. (2020). How does flipping classroom foster the STEM education: A case study of the FPD model. Technology, Knowledge and Learning, 25(3), 479-507. https://doi.org/10.1007/s10758-020-09443-9
46. Fung, C. H., Poon, K. K., & Ng, S. P. (2022). Fostering student teachers’ 21st century skills by using flipped learning by teaching in STEM education. EURASIA Journal of Mathematics, Science and Technology Education, 18(12), 1-26. https://doi.org/10.29333/ejmste/12728
47. Gao, X., Li, P., Shen, J., & Sun, H. (2020). Reviewing assessment of student learning in interdisciplinary STEM education. International Journal of STEM Education, 7(1), 1-14. https://doi.org/10.1186/s40594-020-00225-4
48. Guba, E. G. (1981). Criteria for assessing the trustworthiness of naturalistic inquiries. Educational Technology Research and Development, 29(2), 75-91. https://doi.org/10.1007/BF02766777
49. Guzey, S. S., Moore, T. J., Harwell, M., & Moreno, M. (2016). STEM integration in middle school life science: Student learning and attitudes. Journal of Science Education and Technology, 25(4), 550-560. https://doi.org/10.1007/s10956-016-9612-x
50. Hacıoğlu, Y., & Gülhan, F. (2021). The effects of STEM education on the students’ critical thinking skills and STEM perceptions. Journal of Education in Science Environment and Health, 7(2), 139-155. https://doi.org/10.21891/jeseh.771331
51. Hancock, R.D., & Algozzine, B. (2006). Doing case study research. Teachers College Press.
52. Hayırsever, F., & Orhan, A. (2018). A theoretical analysis of flipped learning. Mersin University Journal of the Faculty of Education, 14(2), 572-596. https://doi.org/10.17860/mersinefd.431745
53. Hew, K. F., Jia, C., Gonda, D. E., & Bai, S. (2020). Transitioning to the “new normal” of learning in unpredictable times: Pedagogical practices and learning performance in fully online flipped classrooms. International Journal of Educational Technology in Higher Education, 17, 1-22. https://doi.org/10.1186/s41239-020-00234-x
54. Honey, M., Pearson, G., & Schweingruber, H. (Eds.). (2014). STEM integration in K-12 education: Status, prospects, and an agenda for research. National Academy of Engineering and National Research Council. The National Academies Press.
55. Houser, J. (2015). Nursing research: reading, using, and creating evidence. (3rd ed.). Burlington: Jones ve Bartlett Learning
56. Jdaitawi, M. (2020). Does flipped learning promote positive emotions in science education? A comparison between traditional and flipped classroom approaches. Electronic Journal of e-learning, 18(6), 516-524. https://doi.org/10.34190/JEL.18.6.004
57. Jeong, J. S., González-Gómez, D., & Yllana Prieto, F. (2020). Sustainable and flipped STEM education: Formative assessment online interface for observing pre-service teachers’ performance and motivation. Education Sciences, 10(10), 283. http://dx.doi.org/10.3390/educsci10100283
58. Jung, Y. K., & Hong, H. (2020). A theoretical need for applying flipped learning to STEAM education. Journal of Problem-Based Learning, 7(1), 42-49. https://doi.org/10.24313/jpbl.2020.00213
59. Karunia, R., & Ridlo, S. (2022). STEM integrated flipped classroom learning tools on biodiversity materials to ımprove students' critical thinking skills. Journal of Biology Education, 11(2), 242-253. https://doi.org/10.15294/jbe.v11i2.58584
60. Kay, R., & Dermott, K. (2018). Examining STEM-based flipped classrooms in higher education: A review of the literature. ICERI2018 Proceedings, 9487-9494. https://doi.org/10.21125/iceri.2018.0076
61. Kılınç, A. (2014). Robotik teknolojisinin 7. sınıf ışık ünitesi öğretiminde kullanımı (Yüksek lisans tezi, Erciyes Üniversitesi, Eğitim Bilimleri Enstitüsü).
62. Kim, M. K., Kim, S. M., Khera, O., & Getman, J. (2014). The experience of three flipped classrooms in an urban university: An exploration of design principles. The Internet and Higher Education, 22, 37-50. https://doi.org/10.1016/j.iheduc.2014.04.003
63. Kone, F. (2022). STEM and CLIL: A collaborative approach based on the flipped classroom model (Master’s thesis). Universidad de Córdoba.
64. Kong, S. C. (2015). An experience of a three-year study on the development of critical thinking skills in flipped secondary classrooms with pedagogical and technological support. Computers & Education, 89, 16-31. https://doi.org/10.1016/j.compedu.2015.08.017
65. Kopnina, H. (2020). Education for the future? Critical evaluation of education for sustainable development goals. The Journal of Environmental Education, 51(4), 280-291. https://doi.org/10.1080/00958964.2019.1710444
66. Kurt, G. (2017). Implementing the flipped classroom in teacher education: Evidence from Turkey. Journal of Educational Technology & Society, 20(1), 211-221.
67. LaFee, S. (2013). Flipped learning. The Education Digest, 79(3), 13-18.
68. Lincoln, Y. S., & Guba, E. G. (2013). The constructivist credo. Left Coast Press
69. Love, B., Hodge, A., Grandgenett, N., & Swift, A. W. (2014). Student learning and perceptions in a flipped linear algebra course. International Journal of Mathematical Education in Science and Technology, 45(3), 317-324. https://doi.org/10.1080/0020739X.2013.822582
70. Lynch, S. J., Spillane, N., House, A., Peters-Burton, E., Behrend, T., Ross, K. M., & Han, E. M. (2017). A policy-relevant instrumental case study of an inclusive STEM focused high school: Manor New Tech High. International Journal of Education in Mathematics, Science and Technology, 5(1), 1-20. https://doi.org/10.18404/ijemst.75656
71. Margot, K. C., & Kettler, T. (2019). Teachers’ perception of STEM integration and education: A systematic literature review. International Journal of STEM education, 6(1), 1-16. https://doi.org/10.1186/s40594-018-0151-2
72. McCleery, R. (2015). Teaching wildlife techniques to millennials with a flipped classroom. Wildlife Society Bulletin, 39(4), 822-826. https://doi.org/10.1002/wsb.590
73. Miller, A. (2012). Five best practices for the flipped classroom. Retrieved from http://www.edutopia.org/blog/flipped-classroom-best-practices-andrew-miller
74. Milman, N. B. (2012). The flipped classroom strategy: What is it and how can it best be used?. Distance learning, 9(3), 85-87.
75. Ministry of National Education [MoNE]. (2018). Fen bilimleri dersi (4, 5, 6, 7 ve 8. sınıflar) öğretim programı. MEB yayınları, Ankara. Retrieved from https://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=325
76. Misbach, M. M. H., & Rilianti, A. P. (2022). Application of STEM-based on flipped learning in natural sensitivity courses. Jurnal Pendidikan Dasar Nusantara, 7(2), 257-268. https://doi.org/10.29407/jpdn.v7i2.16638
77. Moraros, J., Islam, A., Yu, S., Banow, R., & Schindelka, B. (2015). Flipping for success: evaluating the effectiveness of a novel teaching approach in a graduate level setting. BMC medical education, 15(1), 1-10. https://doi.org/10.1186/s12909-015-0317-2
78. Mutambara, D., & Bayaga, A. (2021). Determinants of mobile learning acceptance for STEM education in rural areas. Computers & Education, 160, 104010. https://doi.org/10.1016/j.compedu.2020.104010
79. Nacaroğlu, O., & Bektaş, O. (2023). The effect of the flipped classroom model on gifted students’ self-regulation skills and academic achievement. Thinking Skills and Creativity, 47, 101244. https://doi.org/10.1016/j.tsc.2023.101244
80. Nadelson, L. S., & Seifert, A. L. (2017). Integrated STEM defined: Contexts, challenges, and the future. The Journal of Educational Research, 110(3), 221-223. https://doi.org/10.1080/00220671.2017.1289775
81. Nasir, M. A. M., Alaudin, R. I., Ismail, S., Ali, N. A. M., Faudzi, F. N. M., Yusuff, N., & Pozi, M. S. M. (2020). The effectiveness of flipped classroom strategy on self-directed learning among undergraduate mathematics students. Practitioner Research, 2, 61-81. https://doi.org/10.32890/pr2020.2.4
82. National Research Council [NRC]. (2011). Successful K-12 STEM education: Identifying effective approaches in science, technology, engineering, and mathematics. committee on highly successful science programs for K-12 science education. Board on Science Education and Board on Testing and Assessment, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.
83. Navarra, A. (2006). Achieving pedagogical equity in the classroom. Cord Publishing
84. Nja, C. O., Orim, R. E., Neji, H. A., Ukwetang, J. O., Uwe, U. E., & Ideba, M. A. (2022). Students’ attitude and academic achievement in a flipped classroom. Heliyon, 8(1), e08792. https://doi.org/10.1016/j.heliyon.2022.e08792
85. Nunan, D. (2002). Learner strategy training in the classroom: An action research study. Methodology in Language Teaching: An Anthology of Current Practice, 133-143.
86. Olivarez, N. (2012). The impact of a STEM program on academic achievement of eighth grade students in a South Texas middle school (Unpublished doctoral dissertation). Texas A&M University.
87. Özdemir, D. (2015). Özel eğitime yönelik insansı robot ve bilgisayar destekli öğrenme ortamlarının geliştirilmesi ve bu ortamlardaki etkileşimlerin dönüt türleri açısından incelenmesi (Doktora tezi, Atatürk Üniversitesi, Eğitim Bilimleri Enstitüsü).
88. Pimthong, P., & Williams, J. (2018). Preservice teachers’ understanding of STEM education. Kasetsart Journal of Social Sciences, 40, 1-7. http://doi.org/10.1016/j.kjss.2018.07.017
89. Polat, A. (2022). Semi-structured interview questions in qualitative research: Question forms and types, qualities and order. Anadolu University Journal of Social Sciences, 22(Special issue 2), 161-182.
90. Portz, S. (2015). The challenges of STEM education. In Proceedings of the 43rd Congress of space, aviation, technology, logistics, and manufacturing (pp.1-9). Space Congress. Retrieved from http://bit.ly/3YjCboa
91. Rahman, S. F. A., Yunus, M. M., & Hashim, H. (2020). The uniqueness of flipped learning approach. International Journal of Education and Practice, 8(3), 394-404. http://doi.org/10.18488/journal.61.2020.83.394.404
92. Ramírez, D., Hinojosa, C. Y., & Rodriguez, F. (2014, October). Advantages and disadvantages of flipped classroom: STEM students perceptions. In 7th International Conference of Education, Research and Innovation ICERI, Seville, Spain (pp. 17-19).
93. Roach, T. (2014). Student perceptions toward flipped learning: New methods to increase interaction and active learning in economics. International Review of Economics Education, 17, 74-84. https://doi.org/10.1016/j.iree.2014.08.003
94. Sarker, P., Siddique, M., Sultana, S., & Pal, S. (2023). Comparison between traditional classroom and flipped classroom on student’s engagement and satisfaction. International Journal of Multidisciplinary Applied Business and Education Research, 4(2), 624-635. https://doi.org/10.11594/ijmaber.04.02.29
95. Sartika, D. (2019). Pentingnya pendidikan berbasis STEM dalam kurikulum 2013. Jurnal Ilmu Sosial dan Pendidikan, 3(3), 89-93.
96. Sergis, S., Vlachopoulos, P., Sampson, D. G., & Pelliccione, L. (2017). Implementing teaching model templates for supporting flipped classroom-enhanced STEM education in Moodle. In Handbook on digital learning for K-12 Schools (pp. 191-215). Cham: Springer International Publishing.
97. Serrano Amarilla, N., Cuetos Revuelta, M. J., & Manzanal Martínez, A. I. (2022). Systematic review: Flipped classrooms in the performance of undergraduate science students. Journal of Science Education and Technology, 31(5), 594-604. https://doi.org/10.1007/s10956-022-09979-8
98. Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22(2), 63-75. https://doi.org/10.3233/EFI-2004-22201
99. Shurygin, V., Anisimova, T., Orazbekova, R., & Pronkin, N. (2024). Modern approaches to teaching future teachers of mathematics: The use of mobile applications and their impact on students’ motivation and academic success in the context of STEM education. Interactive Learning Environments, 32(6), 2884-2898. https://doi.org/10.1080/10494820.2022.2162548
100. Sitole, K. S. (2016). A case study of two experienced science teachers’ use of practical (Masters Research project). Retrieved from Electronic Theses and Dissertations (ETD) in WIReDSpace (Wits Institutional Repository on DSpace).
101. Smith, J. D. (2013). Student attitudes toward flipping the general chemistry classroom. Chemistry Education Research and Practice, 14(4), 607-614. https://doi.org/10.1039/C3RP00083D
102. Staker, H., & Horn, M. B. (2012). Classifying K–12 blended learning. Retrieved from http://www.christenseninstitute.org/wp-content/uploads/2013/04/Classifying-K12- blended-learning.pdf
103. Stehle, S. M., & Peters-Burton, E. E. (2019). Developing student 21st century skills in selected exemplary inclusive STEM high schools. International Journal of STEM education, 6(1), 1-15. https://doi.org/10.1186/s40594-019-0192-1
104. Stohlmann, M., Moore, T. J., & Roehrig, G. H. (2012). Considerations for teaching integrated STEM education. Journal of Pre-College Engineering Education Research (J-PEER), 2(1), 1-7. https://doi.org/10.5703/1288284314653
105. Stone, B. B. (2012, May). Flip your classroom to increase active learning and student engagement. In Proceedings from 28th Annual Conference on Distance Teaching & Learning, Madison, Wisconsin, USA (pp. 1-5).
106. Sungur Gül, K., Saylan Kırmızıgül, A. S., Ateş, H., & Garzon, J. (2023). Advantages and challenges of STEM education in K-12: Systematic review and research synthesis. International Journal of Research in Education and Science (IJRES), 9(2), 283-307. https://doi.org/10.46328/ijres.3127
107. Sütcü, K., Tekerek, B., & Özler G. (2022). Examination of anti-vaccine tweets with text mining and contents analysis methods. Hacettepe Journal of Health Administration, 25(4), 827-838.
108. Takeuchi, M. A., Sengupta, P., Shanahan, M. C., Adams, J. D., & Hachem, M. (2020). Transdisciplinarity in STEM education: A critical review. Studies in Science Education, 56(2), 213-253. https://doi.org/10.1080/03057267.2020.1755802
109. Talbert, R. (2012). Inverted classroom. Colleagues, 9(1), 1-3. https://scholarworks.gvsu.edu/colleagues/vol9/iss1/7
110. Talley, C. P., & Scherer, S. (2013). The enhanced flipped classroom: Increasing academic performance with student-recorded lectures and practice testing in a" flipped" STEM course. Journal of Negro Education, 82(3), 339-347. https://muse.jhu.edu/article/803083
111. Tati, T., Firman, H., & Riandi, R. (2017, September). The effect of STEM learning through the project of designing boat model toward student STEM literacy. In Journal of Physics: Conference Series (Vol. 895, No. 1, p. 012157). IOP Publishing. https://doi.org/10.1088/1742-6596/895/1/012157
112. Thomas, B., & Watters, J. J. (2015). Perspectives on Australian, Indian and Malaysian approaches to STEM education. International Journal of Educational Development, 45, 42-53. https://doi.org/10.1016/j.ijedudev.2015.08.002
113. Ting, F. S. T., Shroff, R. H., Lam, W. H., & Chin, D. C. (2020). Examining the effect of flipped instruction on students’ learning approaches in a STEM learning context. Journal on Excellence in College Teaching, 31(4), 41-68.
114. Toma, R. B., & Greca, I. M. (2018). The effect of integrative STEM instruction on elementary students’ attitudes toward science. Eurasia Journal of Mathematics, Science and Technology Education, 14(4), 1383-1395. https://doi.org/10.29333/ejmste/83676
115. Turan, Z., & Göktaş, Y. (2018). Innovative redesign of teacher education ICT courses: How flipped classrooms impact motivation?. Journal of Education and Future, (13), 133-144.
116. Verim, S. (2022). Fen dersinde basınç ünitesinin ters yüz öğrenme yöntemiyle işlenişinin öğrencilerin başarı ve tutumlarına etkisi (Yüksek lisans tezi, Atatürk Üniversitesi, Eğitim Bilimleri Enstitüsü).
117. Wang, L. H., Chen, B., Hwang, G. J., Guan, J. Q., & Wang, Y. Q. (2022). Effects of digital game-based STEM education on students’ learning achievement: A meta-analysis. International Journal of STEM Education, 9(1), 1-13. https://doi.org/10.1186/s40594-022-00344-0
118. Wanner, T., & Palmer, E. (2015). Personalising learning: Exploring student and teacher perceptions about flexible learning and assessment in a flipped university course. Computers & Education, 88, 354-369. https://doi.org/10.1016/j.compedu.2015.07.008
119. Wasserman, N. H., Quint, C., Norris, S. A., & Carr, T. (2017). Exploring flipped classroom instruction in calculus III. International Journal of Science and Mathematics Education, 15, 545-568. https://doi.org/10.1007/s10763-015-9704-8
120. Wibawa, B., & Kardipah, S. (2018). The flipped-blended model for STEM education to improve students’ performances. International Journal of Engineering & Technology, 7(2.29), 1006-1009.
121. Widodo, W. (2022). Online flipped classroom: Developing postgraduate science education students' critical thinking skills. Journal of Science Learning, 5(2), 469-477. https://doi.org/10.17509/jsl.v5i3.43107
122. Yeung, K. (2014). Making ‘the flip’ work: Barriers to and implementation strategies for introducing flipped teaching methods into traditional higher education courses. New Directions in the Teaching of Physical Sciences, (10), 59-63. https://doi.org/10.29311/ndtps.v0i10.518
123. Yıldırım, A., & Şimşek, H. (2021). Qualitative research methods in the social sciences. Seçkin Publications
124. Yin, R. K. (1984). Case study research: Design and methods. Sage Publications.
125. Yong, D., Levy, R., & Lape, N. (2015). Why no difference? A controlled flipped classroom study for an introductory differential equations course. Primus, 25(9-10), 907-921. https://doi.org/10.1080/10511970.2015.1031307
126. Yuliati, L., Hapsari, A. A., Nurhidayah, F., & Halim, L. (2018, November). Building scientific literacy and physics problem solving skills through inquiry-based learning for STEM education. In Journal of Physics: Conference Series (Vol. 1108, No. 1, p. 012026). IOP Publishing. https://doi.org/10.1088/1742-6596/1108/1/012026
127. Zheng, L., Bhagat, K. K., Zhen, Y., & Zhang, X. (2020). The effectiveness of the flipped classroom on students’ learning achievement and learning motivation: A meta-analysis. Educational Technology & Society, 23(1), 1-15. https://www.jstor.org/stable/26915403