Thesis:

The effect of flipped learning on students' learning styles and interest in studying in the third grade of elementary science course in Sabzevar city.

The continuous and rapid changes in today's world have driven learning approaches from traditional learning styles to new learning styles and strategies, including self-directed learning (Pourmosa Bezanjani, Mohammadi Far, Tale Pasand, Rezaei, 2012). It is now a mission for educational systems to guide students towards self-directed learning and increase the quality and skills of their learning (Pali and Azaani, 2020). Self-directed learning creates domain-specific knowledge as well as the ability to transfer conceptual knowledge to new situations. Self-directed learning also seeks to bridge the gap between scientific knowledge and real-world problems by considering how people learn in real life (Ana and Gutierrez, 2020). Numerous studies show that learners with greater self-regulation skills actively direct their learning experiences in a variety of ways. They use appropriate monitoring strategies and, whenever necessary, change the learning strategies used in response to their needs, task characteristics, and environmental conditions (Dami, Tamion, & Saudahl, 2020).

Keywords: The impact of flipped learning on learning styles and interest in studying.