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The flipped classroom model is a student-centered pedagogical approach in which the traditional sequence of in-class instruction and out-of-class homework and practice is reversed in terms of time and place.【1】In this model, basic knowledge transmission is conducted outside the classroom through various technological materials and digital tools, while in-class time is dedicated to developing higher-order cognitive skills such as discussion, problem solving, analysis, and application. In the lite

Concept mapping is a graphical teaching, learning, and assessment strategy that enables individuals to visualize concepts within their knowledge structures and the meaningful relationships between these concepts through two-dimensional diagrams. Developed initially in 1972 by Joseph D. Novak and his research team at Cornell University, this method emerged to track changes in students’ knowledge structures over extended educational processes. Concept maps, directly linked to constructivist learni

Guided Inquiry and Product-based Science in Science Centers (GiPSci) Model is an educational model designed for science centers and similar informal learning environments under the Science Türkiye project of the Türkiye Technology Team Foundation (T3 Foundation), structured according to pedagogical principles. The model aims to create systematic learning environments by integrating guided inquiry, product-based learning, and technology-enhanced interaction components.【1】 Science Türkiye Project

Conceptual Misconceptions are beliefs, ideas, or explanations that contradict scientific facts and are developed by individuals as alternatives to scientifically accepted concepts and principles, often arising from personal experiences, incorrect inferences, or linguistic differences. In the fields of educational sciences and cognitive psychology, they are also referred to by various terms such as alternative conceptions, children’s science, or misconceptions. Conceptual misconceptions significa