Abstract
This study aimed to clarify two points: (1) Whether the using of a flipped classroom made it possible to encourage the development of critical thinking attitudes while ensuring sufficient time for knowledge acquisition as well as time for questioning and explanatory activities, and (2) Whether there were differences in the effects of the designed flipped classroom on the development of critical thinking between high and low academic achievement groups. The results of the evaluation revealed that the introduction of a flipped classroom did make it possible to design the classes mentioned in point #1 above. Furthermore, a detailed evaluation of the students in the high and low achievement groups revealed that “awareness of logical thinking” and “objectivity” improved in both groups, but having an “inquiry mind” improved only in the low achievement group.
