Perceptions of Science Trainee Teachers on the Impact of the Flipped Classroom Model toward Intrinsic Motivation in Science: A Conceptual Paper

The flipped classroom model has gained attention in modern education for its potential to foster intrinsic motivation, especially in science learning environments. Conventional teaching methods often fail to engage students deeply, leading to diminished intrinsic motivation. Science education, which requires active engagement, may not adequately fulfill students' psychological needs for autonomy, competence, and relatedness. Despite increased interest in innovative pedagogical approaches, there is limited understanding of how these models influence intrinsic motivation, particularly across gender groups. This study aims to explore science trainee teachers' perceptions of the flipped classroom's impact on intrinsic motivation, with a focus on gender differences. Grounded in Self-Determination Theory (SDT), which underscores the importance of meeting psychological needs to enhance intrinsic motivation, this research employs a quantitative survey design. Data were collected using the Intrinsic Motivation Inventory (IMI), evaluating aspects such as interest/enjoyment, perceived competence, effort/importance, value/usefulness, perceived choice, and relatedness. Descriptive statistics were conducted to assess intrinsic motivation levels, and independent samples t-tests examined gender differences related to the flipped classroom model among science trainee teachers at the Teacher Education Institute (IPG).The findings will be presented and discussed to provide insights into gender-specific motivational dynamics within flipped classroom environments.