Flipped Classroom in Science Education Improving Students’ Conceptual Understanding of Electrical Energy

Abstract

The flipped classroom (FC) approach provides students with the opportunity to actively engage in the learning process, while the teacher’s role is transformed into that of a supportive facilitator with reduced direct intervention. The implementation of the FC model contributes significantly to the improvement of both teaching and learning processes, particularly in the fields of applied sciences and technology, as demonstrated by the findings of this study. This research investigates the application of the flipped classroom approach among lower secondary school students, aiming to enhance their understanding of fundamental concepts of electricity in Physical Sciences. To achieve this goal, a quantitative study was conducted using the D.I.R.E.C.T. v1.1 questionnaire for data collection. The study involved 135 students from an Experimental Junior High School in Magnesia (Thessaly, Greece), and the data were analyzed using the SPSS statistical software. The results revealed a significant improvement in students’ comprehension of concepts such as voltage, electric current, and resistor networks among those taught through the flipped classroom model. Furthermore, the findings confirm that this method effectively addresses the educational challenges of the 21st century, by integrating instruction with the use of modern technological tools.