Computational Thinking in Science Laboratories Based on the Flipped Classroom Model: Computational Thinking, Laboratory Entrepreneurial and Attitude.
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| Title: | Computational Thinking in Science Laboratories Based on the Flipped Classroom Model: Computational Thinking, Laboratory Entrepreneurial and Attitude. |
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| Authors: | Sari, Uğur1 (AUTHOR) usari05@yahoo.com, Ulusoy, Alperen2 (AUTHOR), Pektaş, Hüseyin Miraç1 (AUTHOR) |
| Source: | Journal of Science Education & Technology. Dec2025, Vol. 34 Issue 6, p1334-1358. 25p. |
| Subject Terms: | *Flipped classrooms, *Science education, *Experimental design, *Student teachers, *Cognitive development, Systems theory, Laboratory management |
| Abstract: | Computational thinking (CT) has gained more value for individuals in a world reshaped by digital transformation in the last decade. Therefore, educators and researchers are trying to integrate CT into teaching practices. Efforts to teach CT are increasing, especially in basic courses widely included in school curricula. The focus of this study is the integration of CT into science teaching in the flipped classroom model. In this context, the effects of flipped computational science laboratory (Flipped-CSL) activities carried out with teacher candidates on CT skills, laboratory entrepreneurship, and attitude were investigated. An intertwined mixed research design, in which quantitative and qualitative data were evaluated together, was used in the study. Findings showed that flipped-CSL activities were effective for teacher candidates and improved their CT skills, laboratory entrepreneurship, and attitudes significantly and positively. The results of this study include the practical use of flipped-CSL activities when planning laboratory activities for school science subjects to improve CT skills. Implications for using of flipped-CSL activities in science education were discussed, and suggestions were made regarding the results. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Science Education & Technology is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 189796754 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Computational Thinking in Science Laboratories Based on the Flipped Classroom Model: Computational Thinking, Laboratory Entrepreneurial and Attitude. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Sari%2C+Uğur%22">Sari, Uğur</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> usari05@yahoo.com</i><br /><searchLink fieldCode="AR" term="%22Ulusoy%2C+Alperen%22">Ulusoy, Alperen</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Pektaş%2C+Hüseyin+Miraç%22">Pektaş, Hüseyin Miraç</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Science+Education+%26+Technology%22">Journal of Science Education & Technology</searchLink>. Dec2025, Vol. 34 Issue 6, p1334-1358. 25p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Flipped+classrooms%22">Flipped classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br />*<searchLink fieldCode="DE" term="%22Experimental+design%22">Experimental design</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+development%22">Cognitive development</searchLink><br /><searchLink fieldCode="DE" term="%22Systems+theory%22">Systems theory</searchLink><br /><searchLink fieldCode="DE" term="%22Laboratory+management%22">Laboratory management</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Computational thinking (CT) has gained more value for individuals in a world reshaped by digital transformation in the last decade. Therefore, educators and researchers are trying to integrate CT into teaching practices. Efforts to teach CT are increasing, especially in basic courses widely included in school curricula. The focus of this study is the integration of CT into science teaching in the flipped classroom model. In this context, the effects of flipped computational science laboratory (Flipped-CSL) activities carried out with teacher candidates on CT skills, laboratory entrepreneurship, and attitude were investigated. An intertwined mixed research design, in which quantitative and qualitative data were evaluated together, was used in the study. Findings showed that flipped-CSL activities were effective for teacher candidates and improved their CT skills, laboratory entrepreneurship, and attitudes significantly and positively. The results of this study include the practical use of flipped-CSL activities when planning laboratory activities for school science subjects to improve CT skills. Implications for using of flipped-CSL activities in science education were discussed, and suggestions were made regarding the results. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Science Education & Technology is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=189796754 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10956-024-10192-y Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 25 StartPage: 1334 Subjects: – SubjectFull: Flipped classrooms Type: general – SubjectFull: Science education Type: general – SubjectFull: Experimental design Type: general – SubjectFull: Student teachers Type: general – SubjectFull: Cognitive development Type: general – SubjectFull: Systems theory Type: general – SubjectFull: Laboratory management Type: general Titles: – TitleFull: Computational Thinking in Science Laboratories Based on the Flipped Classroom Model: Computational Thinking, Laboratory Entrepreneurial and Attitude. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Sari, Uğur – PersonEntity: Name: NameFull: Ulusoy, Alperen – PersonEntity: Name: NameFull: Pektaş, Hüseyin Miraç IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 10590145 Numbering: – Type: volume Value: 34 – Type: issue Value: 6 Titles: – TitleFull: Journal of Science Education & Technology Type: main |
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