Flipped learning in TRIZ-STEM: an investigation of preservice preschool teachers' NoES, STEM-PCK, and TPACK competencies

Abstract

BackgroundThe growing global emphasis on STEM education has made it essential to adopt innovative instructional models in teacher education programs. The TRIZ approach provides a systematic framework for engineering-based problem solving, while the Flipped Learning Model (FLM) offers preservice teachers flexible, interactive, and practice-oriented learning opportunities. Integrating these two approaches holds significant potential for improving preservice preschool teachers' competencies in the Nature of Engineering (NoES), Technological Pedagogical Content Knowledge (TPACK), and STEM Pedagogical Content Knowledge (STEM-PCK).PurposeThis study aims to examine the effects of TRIZ-STEM - based flipped learning practices on preservice preschool teachers' NoES, TPACK, and STEM-PCK levels, as well as their opinions regarding the learning process.SampleThe study group consisted of 61 preservice preschool teachers enrolled in an early childhood education program and selected through an easily accessible case sampling method (experimental group: 31; control group: 30).Design and MethodsThe research was conducted using an explanatory sequential mixed-methods design. In the quantitative phase, a quasi-experimental pretest - posttest control group design was employed, while a case study design was used in the qualitative phase. TRIZ-STEM activities were implemented through the FLM in the experimental group and in a traditional face-to-face format in the control group. Data were collected using the NoES, STEM-PCK, and TPACK scales, as well as semi-structured interviews.ResultsQuantitative findings indicated that TRIZ-STEM practices integrated with the FLM significantly improved preservice teachers' NoES, TPACK, and STEM-PCK levels, with effect sizes ranging from medium to high. Qualitative findings revealed that the FLM supported flexible learning, hands-on experiences, professional development, and technological literacyConclusionIntegrating TRIZ-STEM practices with the Flipped Learning Model effectively combines theoretical and practical learning in preschool teacher education. This approach provides an innovative instructional framework that strengthens preservice preschool teachers' engineering, technological, and pedagogical competencies.