Employing active learning methods in flipped social studies classes: an action research

This study explores how active learning methods can be implemented in Flipped Classroom-based Social Studies lessons. Designed as action research within a qualitative research framework, the study was conducted with 29 sixth-grade students (21 male, 8 female) attending a public school in Zeytinburnu, Istanbul, during the 2021–2022 academic year. Data were gathered using multiple tools, including student worksheets, self-assessment forms, and a researcher-teacher’s diary to obtain in-depth insights. These qualitative data sources were analyzed using content analysis techniques. The findings suggest that integrating the Flipped Classroom Model into Social Studies lessons supported students' preparation before class, increased their participation in classroom activities, and improved their motivation and responsibility toward learning. Moreover, the model encouraged peer collaboration, self-reflection, and more meaningful engagement with the course content. Overall, the research highlights that the Flipped Classroom approach is an effective strategy for promoting active learning and sustaining student interest and involvement in Social Studies education.