The primary aim of this study was to investigate the effect of a scientific research methods course delivered through flipped learning on teacher candidates' attitudes towards scientific research and the course, and examine the teacher candidates' and instructors' experience in the process. The convergent parallel design was adopted in the study, and the participants were 102 elementary education teacher candidates taking the scientific research methods course at a Turkish university. Throughout the 12-week course, the students were presented the theoretical knowledge, materials and presentations related to the course by means of a distance learning platform, while discussions and activities were held in the classroom environment. All the activities performed and the problems that emerged were discussed among the researchers, and the necessary corrections and modifications were reflected to the classroom and online environments. In the data-gathering process, observations, interviews, reflective diaries and quantitative instruments were employed. The results showed that there were some problems in the implementation of flipped learning, the students developed negative attitudes towards scientific research and the scientific research methods course, and the existing learning culture was an important factor in the effectiveness of flipped-learning practices.

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