Abstract:

Flipped classroom is a pedagogical approach that envisages a change in the organization of the teaching process, with the aim of improving the quality of teaching with the application of modern educational technology. This approach is called 'flipped' because what was traditionally done in class is now done for homework, and what was traditionally done for homework is now done in class. This means that students, at home, should prepare for the material that will be covered in class, and the time in class is not used by the teacher for the traditional presentation of the content, but for its in-depth study and analysis.

Flipped classroom approach includes two main parts: pre-class and in-class activities. Pre-class activities involve students who view web lectures, link to scientific papers, link to additional electronic books, perform the target reading from the textbook, solve formative test questions, solve online reading quizzes. In-class activities generally include the case-study teaching method followed by a discussion based on new case studies, team-based learning exercises in order to apply deep learning of the subject matter, and quizzes as a part of the discussion. In such student-centred learning environments, teachers maximize the classroom time in order to guide students in solving problems, provide differentiated instruction, and provide students with an environment where an abundant social interaction can occur.

The flipped classroom, as one of the most prominent didactic models for quality teaching and deepening of knowledge, is nevertheless insufficiently used in the implementation of biological content in primary education in the Republic of Serbia. Analyzing the sources of materials dealing with this topic, we conclude that the availability of scenarios for the successful implementation of biology lessons using the flipped classroom model is minor. With the aim of overcoming this problem, this paper first analyzes the didactic characteristics and values of the application of the flipped classroom model, and then provides a detailed description of the scenario for the realization of a biology lesson based on the flipped classroom model. Greater availability of didactic material applicable in teaching practice encourages teachers to accept innovative challenges, and to apply them in their classes in order to more effectively achieve educational outcomes.

Keywords:

Flipped classroom, Biology education, primary school, application of the flipped classroom.