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Using Flipped Classes to Develop Scientific Communication and the Attitude Towards Technology Acceptance in Science Learning in Intermediate Schools

Using Flipped Classes to Develop Scientific Communication and the Attitude Towards Technology Acceptance in Science Learning in Intermediate Schools
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Author(s): Sahar Mohammed Yousef Ezzeldin (Prince Sattam Bin Abd Elaziz University, Saudi Arabia)
Copyright: 2022
Volume: 12
Issue: 1
Pages: 15
Source title: International Journal of Online Pedagogy and Course Design (IJOPCD)
Editor(s)-in-Chief: Chia-Wen Tsai (Ming Chuan University, Taiwan) and Pei-Di Shen (Ming Chuan University, Taiwan)
DOI: 10.4018/IJOPCD.2022010101

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Abstract

This study aimed for using flipped classroom to develop scientific communication and the attitude towards technology acceptance in science learning among intermediate school students. For this purpose, the quasi-experimental design with the experimental and the control group method was used. The sample involved (49) third intermediate stage students from two different schools in Wadi Al-Dawasir Governorate, Riyadh, Saudi Arabia. A list of written scientific communication levels suitable for intermediate school students and a procedural model for learning with flipped classes were presented. The study applied the scientific communication test and the technology acceptance in the science learning scale. The statistical analyses revealed that there were statistically significant differences between the means of the scores of the experimental and control group students in the scientific communication scale and the technology acceptance in the science learning scale in favor of the experimental group. Recommendations and suggestions were presented.

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