تاثير آموزش‌كاوشگرانه درس‌علوم با تلفيق آموزش ‌معكوس بر خودتنظيمي و عملكرد‌تحصيلي ‌دانش‌آموزان پايه ششم

The effects of inquiry-based science education, integrated with flipped classroom on self-regulation an‎d the academic achievement of sixth-grade elementary students.

علوم تربيتي

In recent decades, fundamental transformations in science teaching methods—especially at the elementary level—have led to the emergence of approaches that emphasize active, collaborative, an‎d deep learning. One of these innovative approaches is *inquiry-based teaching*, which promotes critical an‎d scientific thinking through problem-solving, exploration, observation, an‎d inference activities. Meanwhile, *flipped learning*—which reverses traditional classroom roles—provides opportunities for pre-class learning an‎d dedicates classroom time to interaction, discussion, an‎d practice, thereby fostering more meaningful learning experiences. The present study aimed to investigate the effect of inquiry-based teaching integrated with flipped learning on the academic performance an‎d self-regulation of sixth-grade elementary students. This applied research employed a quasi-experimental design using a pretest-posttest control group approach. The statistical population consisted of all sixth-grade female students in elementary schools in Isfahan during the 2023–2024 academic year. A total of 70 students were selec‎ted using convenience sampling an‎d were assigned to experimental an‎d control groups (35 students in each). The experimental group received science instruction through a combination of flipped learning an‎d inquiry-based teaching over the course of 8 sessions, while the control group was taught using traditional lecture-based methods. Data were collected using a researcher-developed academic performance test (based on subject-specific science assessments) an‎d the stan‎dardized Self-Regulation Questionnaire – Academic (SRQ-A). Data analysis was conducted using ANCOVA an‎d Spearman correlation coefficient. The results indicated that the integrated approach of inquiry-based teaching an‎d flipped learning had a significant positive effect on both academic performance an‎d self-regulation. Furthermore, a significant positive correlation was found between studentsʹ self-regulation an‎d their academic performance. Demographic analysis also revealed a significant positive relationship between students’ use of information technology an‎d the internet with both academic performance an‎d self-regulation. The confirmation of the research hypotheses suggests that implementing these two modern instructional approaches can enhance conceptual learning, increase student responsibility, an‎d boost motivation. Therefore, it is recommended that elementary science teachers design inquiry-based learning activities an‎d integrate digital technologies into instructional content to foster more active an‎d dynamic student engagement in the learning process.

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