Flipped classroom strategies and innovative teaching approaches in physics education: A systematic review
Meiirbek Tunggyshbay 1 , Nuri Balta 2 * , Wilfried Admiraal 3
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1 Al-Farabi Kazakh National University, Almaty, KAZAKHSTAN2 Suleyman Demirel University, Almaty, KAZAKHSTAN3 Oslo Metropolitan University, Oslo, NORWAY* Corresponding Author

Abstract

More and more educators are adopting the flipped classroom approach (FC) in their teaching, which entails using video-based learning outside of the classroom and interactive group learning activities inside. The aim of this review is to offer a summary of research on the use of flipped classrooms in physics education. A comprehensive analysis of 30 journal publications focusing on flipped classrooms in physics education was conducted. The analysis delved into flipped learning activities and psychological constructs utilized in these studies. Results indicate that compared to traditional classroom approaches, implementing FC in physics education has a positive impact on student outcomes.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Review Article

EURASIA J Math Sci Tech Ed, Volume 19, Issue 6, June 2023, Article No: em2283

https://doi.org/10.29333/ejmste/13258

Publication date: 01 Jun 2023

Online publication date: 10 May 2023

Article Views: 1919

Article Downloads: 1795

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