Republic of the Philippines

Department of Education
CENTRAL LUZON STATE UNIVERSITY
Science City of Muñoz, Nueva Ecija
COLLEGE OF EDUCATION

Approaches and Strategies

in Teaching Science

(Flipped Classroom)
Written Report

Prepared By:
Maricar D. Casas
MSBioEd

In partial fulfillment of requirement in

SciEd 705: Teaching Strategies in Science Education

Submitted To:
Dr. Rosario F. Quicho
Faculty, College of Education – CLSU
 INTRODUCTION

Technology plays a very important role in reforming education from conventional

to technology-based learning. The significant growth of technology in education has
replaced the traditional learning such as using the blackboard and chalk in explaining the
subject to technology-based learning such as doing homework on the laptop, internet, or
tablet (Evans, 2011). Living in the current digital age enables everyone to easily access
the learning materials anytime and everywhere using technology tools (Fu, 2013).
Therefore, it has facilitated intensive communication among learners as well as between
learners and the instructor whether in the classroom or outside. Adam and Nel (2009)
stated that in establishing two-way communications between teachers and learners, some
technology tools have been applied and adapted in education.

Although technology has been widely applied in education, the significant role of
the traditional classroom cannot be ignored. The traditional learning such as physical
attendance to the classroom is very important for face to face interaction (Raths, 2014).
Therefore, blended learning comes as one approach that combines the traditional
classroom with technology-based learning. Blended learning does not ignore the
traditional learning because it applies both face to face interaction in the classroom and
online multimedia technology outside the classroom (Fearon, Starr, & McLaughlin,
2011). Blended learning is a model of teaching-learning with technology-assisted; it
blends a traditional learning with technology-based learning. One element of blended
learning well-known as being applied in the current time is the flipped classroom
(O’Connor, Mortimer, & Bond, 2011).

Flipped Classroom is a model contrary of traditional learning; students do not

listen to the traditional lecture in the class but receive video instruction outside the class.
Bishop and Verleger (2013) stated that flipped classroom is a new model of learning that
developed under the blended learning model, where students will not listen to lectures in
the classroom but at home. In flipped learning, the lecture video is shared by the
instructor as a learning activity outside the classroom. The traditional classroom lecture
will be moved to the video which allows students to watch and repeat it several times as
needed. Hamdan, McKnight, Pand Arfstrom (2013) stated that online video lecture helps
students watch learning material everywhere outside the classroom and they can repeat as
many times as necessary.

OBJECTIVES OF THE REPORT

This written report will briefly explain the use of flipped learning or flipped
classroom as a new model of teaching-learning activity. Furthermore, this aims to:

1. Define flipped classroom as one of the effective strategies in teaching science;

2. Describe flipped classroom in terms of the following: nature, how to use it,
advantages and disadvantages;
3. Reflect on how to use the flipped classroom method in the field of teaching.

What is Flpped Classroom?

 Flipped classroom as one of the effective strategies in teaching science.

Science teachers should be encouraged to provide the students with variety of

learning activities and innovative strategies to enhance the mastery of students’ skills and
knowledge. Science educators must reassess their teaching practices. They must look for
alternative and better strategies that will be effective in measuring conceptual change.

Despite efforts exerted by science educators to strengthen conceptual

understanding of scientific concepts, some still fail to apply new instructional strategies
that scaffold learners. Still some educators embrace the use of traditional method. The
needed shift is from a teacher-centered classroom to a student-centered learning
environment. From this aspect, flipped classroom can be viewed as conceptual change
and constructivist teaching approach that effectively provides learning environment in
which students use actively their knowledge, construct their views about science, and
develop critical thinking. It creates learning environment that provides students
opportunities to change their incorrect conceptions to scientific conceptions.

The flipped classroom constitutes a role change for science teachers, who give up
their front-of-the-class position in favor of a more collaborative and cooperative
contribution to the teaching process. The teacher acts as a facilitator to motivate, guide,
and give feedback on students' performance. Hence, by applying the flipped classroom
approach to teaching and learning activities, the teacher can move the traditional
lecturer's talk to video and the students can listen to the lectures anywhere outside of
class. The flipped classroom allows students to watch the video according to their
preferred time and need, and they can study at their own pace; this type of activity also
increases students' collaborative learning in distance education outside the class. Thus, by
flipping the class, the students will not spend so much time listening to long lectures in
the classroom but will have more time to solve problems individually or collaboratively
through distance learning with peers.

Flipped classroom is a pedagogical model used in science teaching which the

typical lecture and homework elements of a course are reversed. Short video lectures are
viewed by students at home before the class session, while in class time is devoted to
exercises, projects, or discussions. Flipped classroom instruction facilitates the
transformation of the pre-existing incorrect knowledge to scientific one. The idea of
flipping the classroom to make class time more engaging and student-centered has gained
ground on conceptual change. Flipped classroom teaching method seems to be effective
in creating conceptual change since in-class time is meant for exploring topics in greater
depth and creating richer learning opportunities.

4 Pillars of the Flipped Classroom

 Hamdan et al. (2013) mentioned that Flipped Learning is built on four pillars.
These are factors that need to be met for the method to occur.
The first of these pillars is a flexible environment, the criteria that learning spaces
(time and place) must be flexible for the student. The second pillar is learning culture,
which means that the learning be student centered, with classroom instruction time
representing unique opportunities to extend the learning through rich discussions. Pillar
three is intentional content, referring to the instructor’s proactive approach to delineating
what is to be formally taught versus what is to be the student’s role in personal
engagement of the content. The final pillar, professional educator, indicates that teachers
must actively scaffold learning with timely and continuous feedback to students as they
negotiate self-directed learning.

To cater better understanding of the four pillars, each of these pillars is further discussed
below:

1. Flexible Environment

Flexibility in classroom environments varies in many different aspects. In

one, teachers may be flexible in the physical structure of the classroom. The re-
arrangement of the classroom fixtures may provide for group work, research,
performance, and other activities needing personalized space design. Flexibility
may also pertain to assessment. Hamdan et al. (2013, p. 2) further adds that
educators may be “flexible in their expectations of student timelines for learning
and how students are assessed”.

2. Learning Culture

Because of the deliberate shift in delivering information from the teacher

to the students, Flipped learning requires a big change in the pedagogical
structure. “Students move from being the product of teaching to the center of
learning, where they are actively involved in knowledge formation through
 opportunities to participate in and evaluate their learning in a manner that is
personally meaningful” (Hamdan et al., 2013, p. 3). This shift also transforms the
role of the teacher in the learning process – from being a sage to serving as a
guide. The learning shift may be described as directed towards the constructivism,
where the teacher facilitates learning as students discover their own ways of
acquiring the knowledge and skills.

3. Intentional Content

Planning plays an important role in carrying out the Flipped Learning

method. Since video lectures are given ahead of actual interaction, educators must
“evaluate what content they need to teach directly” (Hamdan et al., 2013, p. 3).
Teachers must also deliberately provide students with effective learning materials
that will supplement the video.

4. Professional Educator

Critics of the Flipped Learning may posit that since videos are the ones
delivering instruction, they may soon “replace” the work of the educators.
Hamdan et al. (2013) strongly rejects this speculation. Only professional
educators may effectively decide upon when and what to shift instruction from the
class to the individual learning space. This testifies that exploring the Flipped
Learning does not mean “flipping” all the topics in class. Gojak (2012) even noted
that the biggest challenge of the educators is how to utilize the affordances of the
model for efficient delivery of instruction.

The 8 Steps Guide to the Flipped Classroom

1. Choose your Technology

 Low tech or high tech? That is, indeed, the question here. Teachers really
need to choose something that is easy and straightforward for them. After all, if it
isn’t easy for them, this whole process can be grueling. The videos themselves are
not meant to be worthy of the silver screen. They are meant to teach the content,
not show off the editing skills of teachers. The key thing here is to make the video
in one take. If teachers slip up a little, no big deal. It should take them 5 minutes
to make a 5-minute video.
There are so many ways teachers can flip their lectures. The low tech, less
time-consuming approach is to film themselves with a Flip cam (or any camera,
even the cell phone will work). Then they just decide which video service they
will use to publish their videos for easy access of the students.

2. Build your Lesson

Building a lesson or planning a lesson. Teachers spell out the connections

between the different sides of the “flipped” model: what students gain “first
exposure” to before class, and then the homework-like applications that then take
place during class time. Teachers can consider the following questions as they
begin designing their own flipped classrooms:

 What should students be understanding and learning how to do, by

completing this portion of the course?
 How do these learning activities fit into the larger overall picture of the
course?
 Which parts of a current homework assignment would be done better if
students had practice and help applying its concepts?
 Are there any in-class learning activities that are being rushed for lack of
time during class?
 What kinds of practice do students need in order to successfully complete
larger assignments on their own?
 Will students be able to make connections between the in-class activities
 and the larger assignment?

3. Create online activities and materials

Carefully consider the choice of media for the online activities and
materials. Teachers can create their own materials such as narrated PowerPoints,
screencasts and podcasts, or reuse online content such as websites, readings and
videos. Video content should be concise, no more than 10-15-minute segments
and it can be helpful to students if there are guiding questions or prompts to help
them recognize the keys objectives of the preparatory work. If instructors include
an online means for students to submit questions about difficult concepts or other
questions, they can use some class time to discuss these issues
If teachers were wondering how their lectures will fit into 15 minutes a
day, keep in mind that teachers no longer deal with classroom distractions, like
backing up for the slow writer or dealing with behavior issues. The slow writer
can hit the pause button. While filming, teachers must add their flair. They must
keep the following on their minds: “Be yourself”, “Be funny”, “Be at ease”. This
is a good way to keep the students’ interest and show them that teachers are still
their teachers, even though they are in cyberspace.

4. Generate Assessments

Before the in-class session both the instructor and the students can benefit
from knowing if the students are adequately prepared for the in-class activity.
Self-assessment quizzes or low-stakes online quizzes can be a good way to assess
if students are adequately prepared. Ideally these assessments are short (3 to 4
questions) and include questions that provide an opportunity for students to apply
what they have learned rather than questions that merely test factual knowledge.
Formative feedback on the assessment questions and an opportunity for
students to pose their own questions to the instructor can also be included.
 Evidence of preparation can also be provided through a short assignment or
assessment at the beginning of the in-class portion of the flipped class. Learning
and assessment are interconnected: low stakes or formative assessment is a
valuable learning tool.
5. Assign to Class

Once the content is created, teachers need to get it into the hands
of the students. They make students accountable for watching their videos. It
puts the responsibility on the student. Because here, students are responsible for
watching and understanding the videos, they are becoming much more
independent learners, which is of vital importance in today’s ever-changing
world.
Depending on the learning objectives of the flipped class, teachers may
also require the students to read an article, book chapter or website to prepare for
the in-class activities. To help students identify the most important concepts or
information, and to motivate them to engage deeply with the reading. Teachers
may include at least one of the following when assigning the lesson content in the
class:
 guiding questions
 reflective questions
 annotations
 highlights of the key points or parts of the text or a diagram.

6. Concept engagement in the classroom

The major advantage of a flipped classroom is that class time can be used
to foster a deeper understanding, or for enrichment activities. It also shifts the role
of the teacher from that of a lecturer to that of a coach, which results in a better
learning experience for students. At the beginning of a class, the teacher will
already know what the students have learned, and he or she can then assess areas
that require further exposure. This allows the teacher to work together with the
 class, focusing on those needs that require most learning.
In this “flipped” model where students read or watch lectures before class
and engage hands-on with concepts during class time, the work that students do
after class is more flexible than it would be for the traditional model – teachers
can decide how they think their particular students would best retain new
knowledge. For instance, teachers can assign students to finish the activities they
started during class time, to complete more challenging readings about the topic,
to practice more on their own, or many other activities. When planning, though,
teachers should also bear in mind that students will be completing this after-class
work at the same time as the lectures or reading to prepare for the next class
session.

7. Track student Progress

For most, the deciding measure of the success of a flipped classroom is its
impact on students’ grades. In study after study, the flipped classroom has been a
resounding success when it comes to exam grades, but each instructor and school
will want to determine what success looks like to them. That will require digging
into some data. Of course, final course and exam grades are simple metrics for
measuring student success, but without anything to compare them to, it can be
difficult to tell whether the new pedagogy or some other factor was responsible
for a change.
To get a better picture, check how student grades track over the course of
the year. As students gain familiarity with the system and better understand what
is expected of them, they will exhibit more confidence, engage more
enthusiastically in the active learning component, and learn to unlock the
resources at their fingertips. Comparing weekly metrics, like video consumption,
online checks for understanding, or participation in class against performance on
exams can help instructors understand how students adjust their behavior after a
few exams.
 8. Provide Feedback

Students ask questions or provide online feedback to the instructor after

the online learning activity, the instructor can respond by designing Peer
Instruction or Just in Time Teaching activities for the in-class portion of the
flipped classroom. These activities help in clarifying students’ misunderstandings
before they are incorrectly reinforced or learnt.

For instance, ask the students to respond to an assigned reading (research

paper, article, book chapter). For example, ask them to reflect on the paper,
analyze the information, or criticize and evaluate the ideas. An online drop box,
discussion forum, or less formally, a blog can be used to gather their writings and
give feedback on their submissions. This can be preparation for discussion with
peers in class.

Advantages of Flipped Classroom

With the popularity of flipped classroom instruction growing every year, a wide
variety of opinions and observations have been expressed about its effectiveness. The
following are the advantages of using flipped classroom in the field of education (Hall &
DuFrene, 2016).

1. Students take ownership for learning.

In a flipped classroom, it is possible for students to have increased input

and control over their own learning. By providing short lectures at home, students
are given the freedom to learn at their own pace. Students may pause or rewind
the lectures, write down questions they may have, and discuss them with their
teachers and peers in class.
This also allows students who need more time to understand certain
concepts to take their time reviewing the material without getting left behind and
 receive immediate assistance from teachers and classmates. As a result, this can
not only improve student achievement, but improves student behavior in class as
well.

2. It promotes student-centered learning and collaboration.

Flipped classroom allows class time to be used to master skills through

collaborative projects and discussions. This encourages students to teach and
learn concepts from each other with the guidance of their teachers. By allowing
students to partake in their own learning, they are able to own the knowledge they
achieve, which in turn builds confidence. Furthermore, teachers are given the
ability to identify errors in thinking or concept application and are more available
for one-on-one interaction.

3. Lessons and content are more accessible.

Unlike traditional classroom models, flipped classrooms give students

24/7 access to the video lectures and other online activities or materials. This also
allows parents to be better prepared when attempting to help their students and
gives them insight into the quality of instruction their students are receiving.

4. It emphasizes cooperative learning.

Collaborative learning occurs when students work together to achieve a

common goal. In flipped classroom, collaborative learning strengthens the
communication of students and helps them grow into productive members of a
team.

5. It gives more time to explore the content.

In flipped classroom, all the direct instruction is recorded, students can

watch the videos as many times as they need to learn the material. No more
 copying down notes hoping that they'll understand them later. Instead, students
can pause their teacher, rewind their teacher, and make sure they learn the
important concept.

6. It can be more efficient.

If done properly, in a flipped classroom, students can have more time to be

students, whether that means more free time, or more academic practice. As most
of us can recall from our own experiences, a substantial amount of time is spent
each week outside the classroom doing homework. In fact, a study done observing
9th-12th graders found that students spent an average of 38 hours a week doing
homework. This is a tremendous amount of work on not only students, but on
teachers as well, who must be constantly assigning and grading work.
Since flipped classrooms limit the outside workload to watching an online
lecture that is usually less than 10 minutes long, this gives students and teachers
more time outside of class to focus on other interests like friends, families, and
hobbies.

 Short overview on how the Flipped Classroom helps both teachers and
students.
 STUDENTS TEACHERS

Students can review online sources Able to see where the challenges are
until they get the concepts (keeping in the concepts that are offered.
deadline in mind.

Reflection happens before class. Teachers can share sources that

cover topics discussed in different
classes. With a focus on their own
subject in class.
Learning to learn, also for future Students are at the center of
training/learning. learning, so the teacher can give
better guidance depending on the
student.
Students need to take up their own Creative option for other class
responsibility for learning. approaches.

Active learning in class. Reviewing content for learning

objectives and how to reach it.
Preparing students for critical Guide students in their critical
learning of web resources. thinking of daily used resources.

Disadvantages of Flipped Classroom

Flipped learning becomes a challenge for some teachers or for those applying it
the first time. Collins (2011) stated that those who start applying a new model in teaching
usually face a challenge even after they are already well-prepared. The following are the
disadvantages of flipped classroom.

1. It creates digital divide.

 One of the most prominent issues is the necessity for students to have
access to a computer and Internet in order to view the lectures. This is particularly
hard on students from low-income districts who already have limited access to
resources.

2. It depends on preparation and trust.

There is also the concern that since flipped classrooms are dependent on
student participation, one must trust students to watch the lectures at home.
Unfortunately, there is no way to guarantee students will oblige or cooperate with
the flipped model.

3. Teachers may have extra work.

Additionally, there is a concern that implementing a flipped classroom

adds an extra workload on teachers, as there are several elements that must be
integrated carefully to allow the class to flourish. Responsibilities include taping
and uploading condensed lectures, which take time and skill, and introducing
activities in the classroom that will enhance the subject matter as well as motivate
students to participate and prepare for class. Though teachers can gradually
integrated flipped elements into their classrooms, it will still require additional
time and effort from teachers.

4. Students may force to spent time in front of the screen.

There are some who believe that if every teacher starts flipping their
classrooms, students will spend hours in front of a computer watching the
lectures. One may argue that this has the potential to cause serious problems to
student’s learning processes, as not everyone may be as adept to learning through
a computer.
 CONCLUSION

Students of the current era are more engaged with technology than the previous
generation. The hope is that with the development of technology, education also
developed, and technology can be used as a source to facilitate the teaching-learning
process. Flipped classroom as an element of blended learning is a new model applied in
current education and it becomes an alternative model to develop the quality of teaching
and learning. The learning process will take place not only in the class but also outside it;
students will take responsibility for their own learning and learn at their own pace.

Throughout this report many positive and negative points were brought up
regarding the implementation of a flipped classroom in the field of teaching. However,
after weighing the various advantages and disadvantages presented the overall conclusion
is that the benefits of pursuing the format appear to outweigh any obstacles that may be
encountered. Students’ experiences provided evidence that even in teaching scenarios
which deviate from the ideal flipped classroom environment it is possible for teachers
and students to see benefits. While issues may arise when adapting to the use of new
technology, online resources are nearly always available to teachers who are interested in
leading a fully or partially flipped classroom. Learning about and setting up online
classroom resources does require an initial investment of time and energy, but the data
shared by the students suggests that it makes lessons easier to access and share in the
future.

SAMPLE ACTIVITY (FLIPPED CLASSROOM)

Dynamic Equilibrium Video

Direction: Watch a video presentation about Dynamic Equilibrium in this site:
https://www.tes.com/teaching-resource/aqa-chemical-equilibrium-6423335. After watching
the video, answer the questions below.

Questions:

1. Why is something said to be at dynamic equilibrium?

________________________________________________________________________
________________________________________________________________________

2. If something is at equilibrium is there an overall observable change?

________________________________________________________________________

3. What are the two chemical systems that can be at equilibrium?

 ____________________________________
 ____________________________________

4. What are the two criteria for the above systems if they are to reach equilibria?
 ______________________________________________
 ______________________________________________

5. In a closed system there is no observable change of __________________________

only a change of ___________________________.

6. Give two examples of reactions at equilibrium. State the chemical system?

 ______________________________________________________________
 ______________________________________________________________

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Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. M. (2013). The flipped
learning model: A white paper based on the literature review titled A Review of Flipped
Learning’. Arlington, VA: Flipped Learning Network.

Kolb, D. (1984). Experiential learning: Experience as the source of learning and

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Driscoll III, T. F., & Petty, K. A. (2013). Student-driven education with Flipped Learning
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Retrieved from the following websites:

https://www.snyxius.com/the-power-of-technology-in-a-flipped-classroom/
http://www.apjmr.com/wp-content/uploads/2017/12/APJMR-2017.5.4.2.10.pdf
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