Abstract:

In our research we studied the flipped classroom (FC) teaching method, which gives students the opportunity to actively participate during the lesson, while the role of the teacher is supportive rather than interventionist. The application of FC improves the teaching and learning process, especially in applied science and technology, as the literature reveals. The present study aims to investigate the application of the Unified Theory of Acceptance and Use of Technology (UTAUT) methodology, by applied science and technology teachers, who combine FC to improve learning outcomes and better achieve their teaching goals. For this purpose, we apply the TPACK method to be able to see the impact of students' activities and constructions on the understanding of Electrical concepts. For this specific project, we applied a teaching scenario to the students of the 3rd High School in the Technology course, in the thematic unit of Ohm's law. A total of 150 high school teachers participated in our research, in the region of Central Greece and in the region of Thessaly. Our data is analyzed through the SPSS tool. The results of our study reveal that social influence is important in predicting teachers' intention to implement the flipped classroom model approach. Moreover, our study claims that the flipped classroom model plays a critical role in educating teachers for the demands of the 21st century, especially in integrating the use of technological tools equally in the teaching and learning process. Finally, this study can help educators adapt and enhance the flipped classroom approach by discerning technology acceptance factors within a modern classroom.

Keywords:

Flipped classroom, UTAUT application, acceptance of technology, technological and pedagogical content knowledge, Education 4.0, STEM activities.