The flipped classroom model : when inquiry based learning and technology overlap to enhance science learning

Abstract

Of particular interest in this study was to investigate and examine the flipped classroom model in promoting or hindering inquiry-based learning in science teaching and learning. This study also aimed to explore students and the teachers perceptions towards the flipped classroom approach combined with the 5E instructional model in fostering science practices. A qualitative case study was conducted with grade six students in a private school in North of Lebanon. It was found that mostly the flipped approach motivated students to learn science and perform science practices. Results also show the affordances of the flipped model that help foster inquiry in science activities. It was concluded that the efficient use of the flipped model as a learning approach that promotes inquiry teaching- learning in science education is not limited to the use of technology; rather, it is based on the teachers conceptions about what they believe to be the best approaches to motivate and engage students in the learning process. I invoke an improved relationship between teachers pedagogic perspectives and their evolving perceptions of the significant affordances of the flipped approach. Implications for teachers pre- and in-service training and professional development are discussed.