Flipped Learning in Science Education: Implications and Challenges

The popularity of learning approach such flipped learning have been growing widely over the world. In science education, flipped learning has been described as a useful tool in enhancing students' skills such learning, personal, social and cognitive. This study, therefore, investigate the contributions of flipped learning in science education and related fields as well as identify the implications and challenges facing flipped learning in science education. The results generally reported that flipped learning positively impacted science education environment. Additionally, recommendations were also highlighted.

. Reforms in higher education sector have led to the emphasis on the capability of the science educational model in equipping higher education students with the needed skills for the development of their future professional careers. Studying science entails different complex problem identification, problem investigation, formulation of hypotheses, collection of data, planning of methods, testing of hypotheses, obtaining results and reaching conclusions (Saidin et al., 2015;Meerah, 1998). According to Saidin et al. (2015), the participation of the students in the mentioned processes could enhance their critical thinking in every phase for optimum learning outcomes. Students often believe and perceive science subjects to be difficult which is why only a few of them choose to be in the science field, with some, later on, hindered by study issues including, disengagement and negative attitudes towards the courses (Howard, 2017). Cagande and Jugar (2018) mentioned that the reason behind this conundrum may be linked to the teaching approach that does not meet the time demands of students. In relation to this, the present adopted teaching methods have been shown to improve learning of general courses, but investigations about learning in science courses continue to present inconclusive and mixed findings (Kellems et al., 2020;Savelsbergh et al., 2016;. Educators have sought to change the learning environment by shifting the focus from instructor to student participation (Bansal et al., 2020). Presently, there are different learning methods that have been introduced to keep abreast with the dynamic ongoing societal changes and scientific and technological developments (Sojayapan & Khlaisang, 2018). However, Mc Laughlin, et. (2016) stated that one of the more popular learning methods resulting from the developments in technology and pedagogy is flipped learning. In the world of learning, flipped learning is considered to be of valuable contribution towards teaching and learning, while at the same time enhancing successful learning outcomes of students  Flipped learning can be defined as the platform that deliver the passive teaching activities online (or through another medium), which the student accesses in his/her own time (homework), whereas active (student centered) learning activities are completed in the classroom (Rathner & Schier, 2020;Akcayir & Akcayir, 2018;Vliet, Winnips, & Brouwer, 2015). Through flipped learning, the teacher is no longer the "speaker" on the podium; instead, the teacher becomes a coordinator for the students (He et al., 2019). Some scholars have described the nature of the flipped teaching mode as follows: by blending the strengths of internet-driven instruction outside the classroom (e.g., digital videos, self-regulated learning, online discussions) and face-to-face inside the classroom (e.g., collaborative study, applied problem-solving, instructor and peer engagement), the flipped learning model can effectively increase student engagement, improve student performance and strengthen the development of creative thinking (  The study adopted Arksey and O'Malley (2005) and Kitchenham's (2004) four-tiered systematic review of studies involving the following phases: Identification of research questionsin the first phase, the trends in educational flipped learning studies conducted from 2015 to 2020 in were identified; flipped learning research dedicated to engineering education, 19 studies were selected from the databases and were deemed appropriate for the objectives of the study and the last phrase is required considering the research questions, which read, 1) What are the skills achieved through flipped learning use in the engineering education? (2) At which education level is flipped learning technology most frequently used for engineering students? and 3) What are the advantages and challenges related with flipped learning in engineering education?

Results and Discussion
Under this heading, the first question posed for the study states, "what are the skills achieved through flipped learning and in science courses? Accordingly, this study coded and tabulated the literature science education studies (refer to Table  1). The use of flipped learning in the science education field, according to academic skills in most of the reviewed studies (10 studies, constituting 55.55%), supporting the contention that flipped learning is effective in improving students' science learning. Flipped learning's contribution to cognitive skills was revealed by 4 studies (22.25%) and occupied the second position on the list, while enhancement of personal skills was evidenced by 2 studies (11.10%). Similarly, 2 studies (constituting 11.10%) evidenced enhancement of social skills of students who were exposed to flipped learning approachspecifically revealing that the approach brought about students' interaction and collaborative learning, enabling their extensive engagement with their peers. Other studies evidenced the positive influence of flipped learning on the students' various skills Studies that examined non-learning outcomes in the form of social, cognitive and personal skills outcomes have been carried out adopting similar study designs from those that looked into learning outcomes. For instance, Cagande and Jugar (2018) conducted a comparison of students' readiness and motivation between flipped learning students and non-flipped learning students and found those exposed to flipped learning to have enhanced problem-solving skills. In the same line of study,  level students (2 studies, 10.50%) and none among PhD level students in the science field. The flipped learning approach mainly motivates the students, clarifies topics to them and improves their experiences and engagement in learning. In fact, majority of the teaching-learning sessions in flipped learning had their basis on practical instruction and thus, computer-assisted instruction is a method that can effectively be used in higher education. Moreover, masters and PhD sample students in flipped learning studies have yet to be extended due to their scarcity in literaturesuch scarcity may be related to their hour loads and maturity level of education. Contrastingly, those taking their bachelor's degree need to be encouraged and to be taught how to be selfdirected as learners in comparison to their higherlevel counterparts. Therefore, this study makes a call to examine the effectiveness of flipped learning model among master and PhD students in science education field. The study's third question is concerned with the advantages, limitations and challenges of flipped learning in science education. In this regard, flipped learning usage in science education has been evidenced to lead to enhance learning skills, learning outcomes, performance, attitudes, as well as enhanced personal and cognitive skills of students (see Matthew

Conclusion
The extensive use of flipped learning only began in the last few decades in providing science information and curricula to science students. In this study, the focus is laid on the effectiveness of flipped learning in affecting the outcomes of ISSN: 00333077 5703 www.psychologyandeducation.net students in science courses. The study carried out a systematic review to determine the use of flipped learning strategy from the perspective of students, highlighting the strengths and weaknesses of approaches, and providing data to comprehend the way flipped learning can minimize the different limitations and challenges that students of science courses face when it comes to using flipped learning. The literature review on the use of flipped learning technique showed a total of 19 implementations with the studies agreeing on the positive role of flipped learning technique in science courses in different levels (bachelor, master, and PhD level students).
The studies also showed different technologies utilized including computer, laptop, and mobile devices. They revealed that flipped learning mode was successful in enhancing the student's skills and positive learning outcomes.

Limitations and suggestions
This study has some limitations like other studies, in which the majority of the studies did not examine the influence of students' characteristics, which needs to be examined in future studies. Majority of them also used small-sized samples of participants, and thus, future studies should consider bigger sized samples to validate the findings. Another limitation relates to data collection methods, which future studies should consider, so that they can adopt other approaches. This systematic review presented information concerning ideas and solutions as to how science achievement among students can be improved through flipped learning strategy implemented.