Abstract:
This study aimed at identifying the effectiveness of the Flipped Learning
Approach in improving conceptual understanding and promoting motivation
to learn physical sciences among prospective femaleteachers. The participants
were 20 prospective female-teachers who were struggling to enroll in the
course of Physical Science in two disciplines; Early Childhood, and Primary
Classroom Teacher, at the College of Education, Princess Nourah bint
Abdulrahman University, Kingdom of Saudi Arabia, in the academic year
1439 Hijri. The study adopted a quasi-experimental design, with pretest posttest for a single group. Tools employed in the study included a Conceptual
Understanding Test and a Motivation to Learn Physical Sciences Scale,
which were designed by the researcher. Results of the study showed that the
Flipped Learning Approach has a signifcant effect on developing the levels of
students' conceptual understanding in physical sciences, but has no signifcant
effect on promoting motivation to learn physical sciences. The results also
indicate that there is no correlation between posttest scores of the Conceptual
Understanding Test and those of the Motivation to Learn Physical Sciences
Scale. The study recommends adopting the Flipped Learning Approach in
designing science courses, and informing college staff members and students
through workshops and courses about how to implement the Flipped Learning
Approach in the teaching and learning of university courses.