the Flipped classroom strategy to develop some scientific concepts and decrease the cognitive load among First preparatory grade students

Abstract:
The current research aimed  to use the Flipped classroom  strategy to develop some scientific concepts and decrease the cognitive load  among First preparatory grade students. these concepts were represented in Scientific Concepts included in the Energy unit in the science textbook for the first preparatory grade - first term . The current research depended on the procedures of the experimental methodology based on semi-experimental design, where a teacher guide and activities handbook have been prepared for teaching the energy unit using the Flipped classroom strategy for the experimental group, and teaching for the control group according to the usual method. The research sample reached (55) students from first preparatory grade students on Al-Zahraa Preparatory Girls School in Tanta - Gharbia Governorate, and the experimental group was represented by (26) students and the control group was (29) students. The current research in data collection was based on Scientific Concepts included in the Energy unit Test "prepared by Researcher ",and Cognitive load Scale "NASA-TLX "developed by the NASA Ames Research Center Which has been translated and adapted to the nature of the current research. The results showed that there are statistically significant difference between the mean scores of the experimental group and the control group students at a level of significance less than 0.05 in the post application of  the test for the benefit of the experimental group, as well as the presence of statistically significant difference between the mean scores of students of the experimental group at a level of significance ≤ (0.05) in the pre and post application of the Test, there is also a large Effect size of the Flipped classroom strategy on the development of Scientific Concepts included in the Energy unit among the first preparatory grade students. The results showed Also that there are statistically significant difference between the mean scores of the experimental and control group students at a level of significance ≤ (0.05) in the post application of the cognitive load scale For the benefit of the control group, which indicates a decrease in the cognitive load of the experimental group students from the control group, as the experimental group achieved a very low degree of cognitive load, whereas the control group achieved it with an average degree, which is due to the Flipped classroom strategy, and the large effect size of the Flipped classroom strategy on decreasing the cognitive load was shown by the experimental group students. In light of these results, the research reached a set of recommendations, including the necessity of providing training programs for the preparatory stage science teachers on how to use Flipped classroom strategy in teaching and decrease the cognitive load of students. And a set of suggestions for future research, including the use of the Flipped classroom strategy to develop deep understanding and Self-regulation skills among First preparatory grade students.