Abstract

Reading comprehension is a crucial skill that underpins the understanding of scientific concepts and processes, facilitates the integration of conceptual knowledge with analytical thinking, and thereby enhances scientific literacy. In this context, the flipped learning model allows students to explore essential concepts at home through digital resources, thus freeing classroom time for targeted interventions. In this study, it was aimed to evaluate the effect of reading comprehension-based science instruction, supported by a flipped learning model, on the learning and reading comprehension skills of 7th-grade students during the 2022-2023 academic year in a boys-only public middle school in Istanbul. By employing an embedded mixed design, the effectiveness of reading comprehension-based instruction was evaluated during and after the implementation stage by conducting an experimental design and collecting both qualitative and quantitative data. In total, 67 students participated. In the experimental groups, students learned basic concepts at home through assignments from the Education Science Network before class, while in-class activities focused on applying reading comprehension skills to scientific content. Data were gathered through various measurement tools, including a reading comprehension skills scale, an achievement test, teacher reflection notes, and semi-structured interviews. The findings showed that students significantly showed improvement in their reading comprehension and science performance. Students stated that they achieved better understanding and learning through reading strategies that they could apply in other courses. In addition, the instruction contributed to their social-emotional development, including self-awareness, social skills and academic motivation.

Keywords: Science course, Teaching science, Reading comprehension, Flipped learning, Instructional design

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Copyright © 2026 The Author(s). This is an open access article distributed under the Creative Commons Attribution License (CC BY), which permits unrestricted use, distribution, and reproduction in any medium or format, provided the original work is properly cited.

How to cite

Hastürk Güven, D., & Yücel Toy, B. (2026). Evaluating the effectiveness of reading comprehension-based instruction supported by flipped learning model in the 7th grade science course. Education and Science, 1-29. https://doi.org/10.15390/ES.2025.2519