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.