Marziyeh Sardari - Department of Education, Faculty of Education & Psychology, University of Tabriz, Tabriz, Iran
Firooz Mahmoodi - Education, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran Tel: +۹۸ ۹۱۰ ۴۰۰۲۶۸۱ Email: firoozmahmoodi@tabrizu.ac.ir
Eskandar Fathi Azar - Department of Education, Faculty of Education & Psychology, University of Tabriz, Tabriz, Iran
Rahim Badri - Department of Education, Faculty of Education & Psychology, University of Tabriz, Tabriz, Iran

Background: Nowadays, new technologies as an integral part of the educational setting have created unique opportunities for teachers to apply various instructional and teaching methods to better educate students. This paper aimed at investigating the effect of the flipped classroom method on the nature of science (NOS) and achievement. Methods: This was a pretest-posttest semi-experimental study with control group. The population included all tenth grade female students of Tabriz city in the ۲۰۱۷-۲۰۱۸. The sample size consisted of ۴۵ students of tenth grade selected by cluster sampling method in which ۲۳ of them were in the experimental group and ۲۲ of them were in the control group. Data gathering tools in this study included the questionnaire of NOS (Liang et al, ۲۰۰۸) and a teacher made achievement exam in biology course. Data were analyzed using covariance analysis. Results: Results showed that in the whole group comparison, the mean score of achievement in the experimental group was significantly higher than that in the control group (P=۰.۰۲). There was no significant difference on effect of flipped classroom on the NOS between two groups (P=۰.۰۷). Conclusion: The Flipped Classroom has led to an increase in learning in students, thus it affects their academic development, but it did not affect students’ nature of science.

Flipped Classroom, The nature of science, Biology course, Students achievement