Abstract:

Flipped learning is a type of blended learning that integrates technology into education while still utilizing the traditional classroom setting. It involves providing students with pre-recorded instructional materials, such as videos, to watch before class, which frees up classroom time for active learning activities. This study proposes a model focused on virtual environments to teach chemical reactions in a flipped learning approach, based on the Technological Pedagogical Content Knowledge (TPACK) concept. The main objectives of the study are to explore the effect of using Flipped Learning on students’ achievement in the chemical reactions subjects, as well as to explore the student’s evaluates and motivation about their learning and experiences of using flipped learning model. Research questions that will guide the study are:

- What is the effect of using the Flipped-learning model on students’ level of achievement?
- How did the students evaluate the use of flipped learning models in chemical reactions?
- What is the effect of using the Flipped-learning model on the motivation level of the students?
- What is the effect of using the Flipped-learning model in the technological pedagogical content knowledge (TPACK) of teachers?

The research method is divided into four stages: diagnosis, design, intervention, and evaluation. A quasi-experimental design will be used to investigate the effect of flipped classes on student achievement levels. Five research instruments will be used to collect data: a test designed by a group of teachers to measure the impact of invested learning on student achievement levels, observation, semi-structured interviews, a questionnaire on the effect of the Flipped-learning model on student motivation, and semi-structured interviews with teachers to understand the effect of the Flipped-learning model on their teaching process.

Keywords:

Flipped Classroom, Virtual laboratories, TAPCK model.