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Copyright of Sakarya University Journal of Education is the property of Sakarya University, Institute of Education Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this study is to analyze effect of the flipped classroom used in Nature of Science and History of Science Course on prospective science teachers's academıc achievement, metacognitive awareness and epistemological beliefs. In the study, non-equivalent control group model was used. Including the research experiment (N:32) and control (N:34) groups, it has been carried out with the 66 (39female and 27 male) prospective science teachers. "Nature of Science and History of Science Achievement Test" "Metacognition Awareness Inventory" and "Epistemological Beliefs Questionnaire" were used as data instruments. The experimental procedure lasted 8 weeks. Findings showed that using the flipped classroom was significantly more effective on prospective science teachers's academıc achıevement, metacognitive awareness. However there was no significant difference on epistemological beliefs between experiment and control groups. [ABSTRACT FROM AUTHOR]