The Flipped Classroom Approach Based on the 5E Learning Cycle Model - 5ELFA/Nastavni pristup obrnute učionice uutemeljen na 5E modelu ciklusa učenja

Abstract  The aim of this research is to determine the effect of the Flipped Classroom Approach Based on the 5E Learning Cycle Model called 5ELFA on student achievement in a physics course. It also aims to determine the students’ opinions regarding this approach. This study, conducted using a mixed methods approach, involved 94 engineering students enrolled in the Physics 101 course. In the research, in which the pretest-posttest control group design was used, students were randomly assigned to experimental and control groups. While the students in the experimental group took the physics course in the Flipped Classroom Approach Based on the 5E Learning Cycle Model for 10 weeks, only the 5E learning model was used in the control group. The quantitative data were collected from a physics achievement test and the qualitative data were collected from semi-structured interviews. The results indicated that the physics achievement post-test scores of the experimental group were significantly higher than those of the control group. Interviews with experimental group volunteers revealed that the majority of students held a positive opinion of the flipped classroom approach and they believed that it had a positive impact on the physics course.  Key words: 5E learning model; flipped classroom; higher education; physics education. --- Sažetak Cilj ovog istraživanje bio je odrediti utjecaj nastavnog pristupa obrnute ucionice koji se temelji na 5E modelu ciklusa ucenja, nazvan 5ELFA, na postignuca studenata u kolegiju Fizike. Cilj je također bio i utvrditi misljenja ucenika o takvom pristupu. Ovo istraživanje, koje je provedeno primjenom mjesovitih metoda, obuhvatilo je 94 studenta tehnickih znanosti koji su upisali kolegij Fizika 101. U istraživanju u kojem se koristio dizajn s predtestom i posttestom za kontrolnu skupinu studenti su bili nasumicno raspodijeljeni u eksperimentalnu i u kontrolnu skupinu. Dok se u radu sa studentima u eksperimentalnoj skupini na nastavi iz kolegija Fizike koristio pristup obrnute ucionice utemeljen na 5E modelu ciklusa ucenja tijekom 10 tjedana, u kontrolnoj se skupini koristio samo 5E model ciklusa ucenja. Kvantitativni podaci prikupljeni su s pomocu testa postignuca iz Fizike, a kvalitativni su podaci prikupljeni putem polustrukturiranih intervjua. Rezultati su pokazali da je uspjeh studenata iz eksperimentalne skupine na posttestu postignuca iz Fizike bio znatno veci od uspjeha studenata iz kontrolne skupine. Intervjui s dobrovoljcima iz eksperimentalne skupine otkrili su da je vecina studenata imala pozitivno misljenje o pristupu obrnute ucionice i da su smatrali kako je on imao pozitivan utjecaj na kolegij Fizike. Kljucne rijeci: 5E model ucenja; obrnuta ucionica; visoko obrazovanje; obrazovanje u podrucju Fizike.