Effects of the Flipped Classroom Model on Pre-Service Teachers’ Performance in Learning Research Ethics Concepts

Abstract

The effect of the flipped classroom (FC) model on pre-service teachers' performance in learning concepts and acquiring high-level cognitive skills in the science and research ethics course was investigated in present study. The pre-experimental research design was used and the research was conducted through a single group. 93 pre-service teachers studying different teaching programmes participated in this study. The data collection tools were achievement tests, project summary and research proposals. The implementations carried out face-to-face and with the Zoom Cloud Meetings. Research data was collected through the Microsoft Office 365 program. The present study results revealed that FC model was more effective in learning concepts related to ethics, morality, ethical principles, standards of ethical behavior and unethical behavior than in learning concepts related to science, research and method. It is thought that the pre-service teacher performance in ethical issues causes from the discussion of scenarios and possible reflexes in synchronous courses. In addition, the present study found that the FC model was inadequately or moderately effective in acquiring high-level cognitive skills in the science and research ethics course. On the other hand, there were no statistically significant differences between female and male pre-service teachers' learning levels of science-research-method and ethics concepts. According to the analysis results, statistically significant differences were found between the learning levels of the visual arts pre-service teachers and other pre-service teachers about science and research ethics course concepts.

Keywords

• Face to face
• Flipped classroom model
• Science and research ethics
• Undergraduate students

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