Abstract

This study examined the impact of using the flipped classroom strategy to teach "Laws of Motion" on the physics knowledge and attitudes of eleventh graders. Thirty eleventh-grade Shymkent pupils were allocated to the experimental group, while the remaining 29 were assigned to the control group. A pre-and post-test of scientific knowledge and a physics attitude scale were administered. On both study variables, the results indicated that there were statistically significant differences in favor of the experimental group between the study groups. The study suggested employing a flexible instructional approach when teaching scientific concepts.

Keywords

• flipped classroom strategy,
• understanding of physics concepts,
• attitudes towards physics.

References

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