Flipped Classroom As a Model for Improving Students' Cognitive Performance and Reducing Misconceptions.
Saved in:
| 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 |
|
Full text is not displayed to guests.
Login for full access.
|
|
Be the first to leave a comment!
