Student science teachers' semantic and emotional orientations towards flipped learning practice

The aim of this research is to examine the emotional and semantic orientation of student science teachers towards flipped learning model (FLM). The study employed a convergent design of mixed methods research. The participant group consisted of 37 SSTs enrolled in the research methods in education course. Data collection involved the use of a semantic and emotional orientation scale and open-ended questions, with analysis conducted through deductive content analysis. The findings indicated that SSTs' orientations towards FLM were predominantly positive, perceiving it as effective, enjoyable, novel, instructive, valuable, flexible, and advantageous. However, their orientations were neutral regarding its simplicity, strenuousness, and ease. The research concluded that predominantly positive perceptions of SSTs regarding FLM can lead to more successful integration of FLM in their future teaching practices and enhance the quality of their teaching and potentially lead to improved student engagement and learning outcomes.