**4. Theoretical bases of the flipped classroom practice**

The flipped class model regards education as a lifelong process. This model is a learning approach that is based on the pragmatist philosophy. Pragmatist approach appraises accuracy or reality only by looking at the consequences of the action and emphasizes benefit. All knowledge and theories are used to make life easier. In this sense, the value of a knowledge or thought is associated with its being beneficial. Therefore, outcomes, or in other words implementations rather than theory, stand out. The student is thus carried to the center of education. The reflection of pragmatism to education manifests as progressivism and reconstructivism advocating the concepts of change, experiences derived by the individual, and learning responsibility.

Progressivism, in reaction to the oppressive and conservative approach of traditional education, considers the essence of truth as change and freedom. In this understanding, training that is intertwined with the evolving life should naturally be progressive. Progressivism places students, who develop themselves and learn to learn through personal experiences, at the center of education. It advocates a teaching approach which preserves the core of change and aim at exhibiting democratic behavior [26, 27].

On the other hand, reconstructivism considers education as a means to achieve a more modern society. The society must renew and reshape constantly. Potential detrimental effects originating from changes would otherwise be unavoidable. Because change is inevitable. In this understanding, the role of actualizing change is entrusted to students who are described as social engineers. Schools should therefore raise social engineers who are able use the fundamental dynamics of change, that is, science and technology. Reconstructivists object to teaching traditional subjects at schools. Methods to solve ever-changing problems should be taught instead. Because only thus can it respond to the requirements of modern life. What is being tried to convey here with the modern life concept is, according to reconstructivists, is group life. From this perspective, school is a special social institution established to prepare students to group living [27].

Contemporary philosophical approaches developed later entrusted schools with the task to reach more modern societies. It was expected from the schools to perform this task to focus on developing problem-solving and learning to learn skills and be able to transform themselves into life settings that support cooperative learning so that the student may be more active in their lifelong learning processes. Also, an emphasis has emerged to use some models when performing this task. As the first of these models, the flipped class model was proposed and began to be used in these schools.

The main reason to use the flipped class model was to have the students at the center, to create a learning setting which involves activities that target research making, creativity, and problem-solving to transform classrooms into a laboratory or a studio to strip teachers out of their information-radiating roles and students out of their roles as actors who are merely takers of information and to convert them into individuals by processing and shaping them, shortly, to introduce a "constructivist" consciousness. The pedagogic foundations of the flipped classroom approach are based on the constructivist learning theory. According to this theory, students do not take the information as is during the learning process. On the contrary, students take information as active constructive participants throughout the learning process and the responsibility of learning is solely on the student. The process or restructuring information is accomplished through problem-based learning, simulation and pair-share-like active learning strategies. In a flipped classroom, out-of-classroom learning processes depend entirely on self-controlled learning. In-class learning activities comprise higher-order cognitive activities that utilize active learning techniques including decision-making and problem-solving, which students perform through interaction. Constructivist theory does not deny the role of instructor in the learning process. According to the constructivist theory, the instructor is not the wise man who knows everything on the scene but the person who take sides and collaborates with the student during the learning process. Also in a flipped classroom, the instructor does not deliver a lecture but assumes to role of facilitating the learning process in the classroom [28–33].

In summary, the flipped class model encompasses such concepts as constructivist approach, research-based method, active learning, and student-centered learning [13].
