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Communication is a significant component in teaching as it reflects the process of interaction between the teacher and the learner. Besides, language plays an essential role in achieving this communication as it is a mediator for thinking that is used to convert observations into ideas. Developing a learner's communication skills helps him to express his ideas and opinions, formulating them to convey ideas and information to others. Therefore, it should be developed to achieve effective learning.
Communication is also an essential part of scientific practices. It is stated that it has become a basis for scientific knowledge in both scientific studies and science education. However, it is a negligent component that must be treated as a central component of science nature without which there would be no science. Mainly, it has a role in gathering facts and theories, and it is a resource for preserving, making, and expanding the scope of knowledge (Nielsen, 2013). Scientific communication means striving to create knowledge, acquire information, share ideas with others, and coexists with scientific changes (Muslim, 2011). Developing learners' scientific communication is one of the main objectives that must be focused on to be aware of the language of science. The more opportunities are provided to the learner to integrate him into effective educational activities, the more his ability to explore the meanings of the scientific concepts and structures that he deals with (Salem, 2001), therefore many studies have been concerned with developing scientific communication in science education through utilizing various strategies and all of them have demonstrated the effectiveness of different strategies in its development (Fadly & Andaria, 2021; Kolber, 2011; Muslim, 2011; Rizk, 2014; Salem, 2001). Furthermore, some studies aimed to develop scientific communication in laboratory activities (Malik & Ubaidillah, 2021; Widanski et al., 2020).
Today, human society lives in the era of the technological revolution associated with advanced information technology. Within the framework of the Kingdom of Saudi Arabia's interest in e-learning, all schools in the Kingdom will transform into an interactive digital environment, and paper textbooks will be disposed of as soon as possible (Ministry of Education of Saudi Arabia, 2017). Consequently, there is a need to use teaching models that employ technology, such as flipped classroom that is concerned with technological applications in teaching and learning.
Flipped classroom (FC) is a contemporary method that concentrates on taking the advantage of technology to activate students' participation and interaction. This method provides learners with opportunities to communicate with the teacher and to create a kind of learning ownership because they feel responsible for their learning (AlJaser, 2017). Flipped classroom helps learners greatly to communicate because students do homework and assignments after completing presentations outside the classroom. Students also may be asked to write a report and a summary of what they have been learned, and thus helps in developing scientific writing skills and their ability to communicate (Deri et al., 2018). The idea of the flipped classroom is based on active learning and participatory learning thus the value of this type of learning lies in converting class time into a training workshop, through which students can discuss what they want about content and enable them to communicate with each other while performing class activities (Prud'homme et al., 2017). Besides, Ramlo (2015) confirmed that flipped classroom is a method based on individual learning where students are asked to read and study a part of the textbook by using the learning resources prepared by the teacher, then they display all their thoughts and ideas about the lesson hence they can develop their communication skills.