Flipped Classroom As a Model for Improving Students’ Cognitive Performance and Reducing Misconceptions

IF 2.2 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Research in Science Education Pub Date : 2025-04-23 DOI:10.1007/s11165-025-10252-2

Vujadin Zdravković, Tihomir Lazarević, Marijana Momčilović, Dragana Gavrilović-Obradović

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Abstract

This study analyzes the effectiveness of implementing flipped classroom instruction in elementary school education, with a specific focus on biology lessons and reducing student misconceptions. A pedagogical experiment was conducted in elementary schools where students in the experimental group (E) participated in lessons using the flipped classroom model, while the control group (C) followed traditional teaching methods. The experimental model included individual student preparation through video lessons and online quizzes prior to class, allowing classroom time to be dedicated to interactive and cooperative activities aimed at forming a deeper understanding and applying the material. The research results revealed a statistically better performance by students in the experimental group on the final test and the retest, compared to the control group. Furthermore, the experimental group recorded a significantly lower frequency of misconceptions during the final testing, confirming the advantages of this approach in addressing incorrect conceptual understandings. The results suggest that this model can significantly improve the efficiency of learning in elementary schools. Future research should explore the long-term effects of this approach at various educational levels and in different subject areas, as well as the potential for developing hybrid models that combine elements of the traditional and flipped classrooms. This study contributes to expanding knowledge about innovative pedagogical methods and their application in modern education.

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翻转课堂：提高学生认知表现和减少误解的模式

本研究分析在小学教育中实施翻转课堂教学的效果，并特别关注生物课和减少学生的误解。在一所小学进行了一项教学实验，实验组(E)的学生使用翻转课堂模式上课，而对照组(C)的学生则采用传统的教学方法。实验模式包括学生在课前通过视频课程和在线测验进行个人准备，允许课堂时间用于互动和合作活动，旨在形成更深层次的理解和应用材料。研究结果显示，与对照组相比，实验组学生在期末考试和复试中的表现在统计学上更好。此外，在最终测试中，实验组记录的误解频率显著降低，证实了这种方法在解决错误概念理解方面的优势。结果表明，该模型能显著提高小学学生的学习效率。未来的研究应该探索这种方法在不同教育水平和不同学科领域的长期影响，以及开发结合传统和翻转课堂元素的混合模式的潜力。本研究有助于拓展有关创新教学方法及其在现代教育中的应用的知识。

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来源期刊

Research in Science Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.40

自引率

8.70%

发文量

期刊介绍： 2020 Five-Year Impact Factor: 4.021 2020 Impact Factor: 5.439 Ranking: 107/1319 (Education) – Scopus 2020 CiteScore 34.7 – Scopus Research in Science Education (RISE ) is highly regarded and widely recognised as a leading international journal for the promotion of scholarly science education research that is of interest to a wide readership. RISE publishes scholarly work that promotes science education research in all contexts and at all levels of education. This intention is aligned with the goals of Australasian Science Education Research Association (ASERA), the association connected with the journal. You should consider submitting your manscript to RISE if your research: Examines contexts such as early childhood, primary, secondary, tertiary, workplace, and informal learning as they relate to science education; and Advances our knowledge in science education research rather than reproducing what we already know. RISE will consider scholarly works that explore areas such as STEM, health, environment, cognitive science, neuroscience, psychology and higher education where science education is forefronted. The scholarly works of interest published within RISE reflect and speak to a diversity of opinions, approaches and contexts. Additionally, the journal’s editorial team welcomes a diversity of form in relation to science education-focused submissions. With this in mind, RISE seeks to publish empirical research papers. Empircal contributions are: Theoretically or conceptually grounded; Relevant to science education theory and practice; Highlight limitations of the study; and Identify possible future research opportunities. From time to time, we commission independent reviewers to undertake book reviews of recent monographs, edited collections and/or textbooks. Before you submit your manuscript to RISE, please consider the following checklist. Your paper is: No longer than 6000 words, including references. Sufficiently proof read to ensure strong grammar, syntax, coherence and good readability; Explicitly stating the significant and/or innovative contribution to the body of knowledge in your field in science education; Internationalised in the sense that your work has relevance beyond your context to a broader audience; and Making a contribution to the ongoing conversation by engaging substantively with prior research published in RISE. While we encourage authors to submit papers to a maximum length of 6000 words, in rare cases where the authors make a persuasive case that a work makes a highly significant original contribution to knowledge in science education, the editors may choose to publish longer works.