The Flipped classroom is an instructional strategy which provides additional data to the students to learn the concept before going to the classroom. This research paper includes the comparative study of teaching science education content through Flipped classroom and traditional classroom. Two groups were formed based on admission in the academic year 2018-2019 and 2019-2020 in science and technology education at PVDT College of education for women. The student’s enrollment in 2018-2019 was 16 and 2019-2020 were also 18. The students enrolled in the year 2018-2019 were taught by taught by the traditional (Lecture) method and the students enrolled in the academic year 2019-2020 were taught through flipped classroom. The content taught to both classrooms is 1. Developing a scientific attitude and scientific temper 2. Nurturing the natural curiosity, aesthetic sense and creativity in science 3. Acquiring the skills to understand the method and process of science In a traditional way of teaching the content was delivered through the lecture method to the students in the academic year 2018-2019 In a flipped classroom a video based on scientific attitude and temperament and written content based on natural curiosity, aesthetic sense, and various skills acquisition techniques data was provided to the students to study at home and the content was discussed through online mode using Google meet, enlarging the various ways of development of scientific attitude and inculcation of scientific temperament. Activities were conducted through online mode for nurturing natural curiosity. Skill acquisition skills were discussed through online mode in the academic year 2019-2020 The objective type test was conducted in both the years for the evaluation. The result is calculated with the help of statistical tools mean, standard deviation and ‘t’ test.