Developing Prospective Science Teachers' Using of Chemical Knowledge with Flipped Learning Approach in the Context of Environmental Problems

This study aimed to investigate the effect of the analytical chemistry laboratory course, designed, and conducted according to the flipped learning approach (FL) on prospective science teachers' meaningful understanding and interpretation of knowledge in the context of the environment. 73 second grade prospective science teachers (PSTs) participated in this action research, and the interventions lasted for thirteen weeks. The analytical chemistry laboratory (ACL) course was reorganized by replacing the traditional laboratory approach with the FL approach that established the context with the environment. The data were obtained through a conceptual understanding test (CUT) which was developed by the researchers, which consisted of five open-ended questions. The CUT was used as a pre-test and post-test along with an interview form. Results showed that the reorganization of the traditional laboratory course in accordance with the nature of action research and its integration with the flipped learning approach had a positive effect on the prospective teachers’ learning and opinions about the course. Also, it was determined that PSTs’ interpretation ability related to environmental problems in the chemical dimension improved significantly. However, despite this increase, it was concluded that they could not reach a sufficient level in terms of producing solutions to environmental problems. Considering that the effectiveness of FL practices both teaching subjects and environmental problems in ACL course, it is thought to be beneficial to use this approach in another laboratory course.