Abstract
This study explores the experiences and perceptions of three senior phase natural science teachers using the flipped classroom approach (FCA) to enable them to implement inquiry-based learning (IBL) activities in their classrooms. The research data consists of semi-structured interviews and classroom observations. The data was analyzed using the electronic quality of inquiry protocol (EQUIP) classroom observation tool, focusing on the teachers’ effectiveness in creating and implementing inquiry-based activities. The findings suggest that the FCA supports implementing ibl activities by changing the role of the teacher to facilitator and allowing the learner to engage with the inquiry activity. The perceptions of the participating teachers suggest a positive experience using the FCA for IBL. Based on this finding, teachers looking to implement this approach should consider the recommendations for the successful implementation of FCA for IBL to enhance learners’ experiences. Successful implementation of IBL activities depends on well-structured lessons planned in advance and well-functioning technologies and learning management systems to facilitate the implementation. Implementing the FCA for IBL activities did have challenges, including accessing resources, group dynamics, learner motivation, and time constraints. However, the potential affordances of the FCA for IBL were recognized and invite investigation into future research.
Presenters
Lamprecht LotterLearning and Curriculum Designer, Online Learning Innovation, Skoleondersteuningsentrum, Gauteng, South Africa
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
2024 Special Focus—People, Education, and Technology for a Sustainable Future
KEYWORDS
Flipped Classroom Approach, Inquiry-Based Learning, Teacher’s Perceptions, Learner Motivation
