Flipped Classroom As a Model for Improving Students' Cognitive Performance and Reducing Misconceptions.
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| Title: | Flipped Classroom As a Model for Improving Students' Cognitive Performance and Reducing Misconceptions. |
|---|---|
| Authors: | Zdravković, Vujadin1 (AUTHOR), Lazarević, Tihomir2 (AUTHOR) tihomir.lazarevic@dbe.uns.ac.rs, Momčilović, Marijana3 (AUTHOR), Gavrilović-Obradović, Dragana4 (AUTHOR) |
| Source: | Research in Science Education. Feb2026, Vol. 56 Issue 1, p23-40. 18p. |
| Subject Terms: | *Flipped classrooms, *Common misconceptions, *Cognitive ability, *Elementary education, *Active learning, *Experimental methods in education, *Teaching methods, *Biology education |
| 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. [ABSTRACT FROM AUTHOR] |
| Copyright of Research in Science Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 191207460 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Flipped Classroom As a Model for Improving Students' Cognitive Performance and Reducing Misconceptions. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Zdravković%2C+Vujadin%22">Zdravković, Vujadin</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lazarević%2C+Tihomir%22">Lazarević, Tihomir</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> tihomir.lazarevic@dbe.uns.ac.rs</i><br /><searchLink fieldCode="AR" term="%22Momčilović%2C+Marijana%22">Momčilović, Marijana</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Gavrilović-Obradović%2C+Dragana%22">Gavrilović-Obradović, Dragana</searchLink><relatesTo>4</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Research+in+Science+Education%22">Research in Science Education</searchLink>. Feb2026, Vol. 56 Issue 1, p23-40. 18p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Flipped+classrooms%22">Flipped classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22Common+misconceptions%22">Common misconceptions</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+ability%22">Cognitive ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Elementary+education%22">Elementary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Active+learning%22">Active learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Experimental+methods+in+education%22">Experimental methods in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Biology+education%22">Biology education</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Research in Science Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=191207460 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11165-025-10252-2 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 23 Subjects: – SubjectFull: Flipped classrooms Type: general – SubjectFull: Common misconceptions Type: general – SubjectFull: Cognitive ability Type: general – SubjectFull: Elementary education Type: general – SubjectFull: Active learning Type: general – SubjectFull: Experimental methods in education Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Biology education Type: general Titles: – TitleFull: Flipped Classroom As a Model for Improving Students' Cognitive Performance and Reducing Misconceptions. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Zdravković, Vujadin – PersonEntity: Name: NameFull: Lazarević, Tihomir – PersonEntity: Name: NameFull: Momčilović, Marijana – PersonEntity: Name: NameFull: Gavrilović-Obradović, Dragana IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Text: Feb2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 0157244X Numbering: – Type: volume Value: 56 – Type: issue Value: 1 Titles: – TitleFull: Research in Science Education Type: main |
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