An Exploratory Study on the Use of a Flipped Classroom Model for Supporting Inquiry-based Learning in Natural Sciences Classrooms

Abstract

This study explores the experiences and perceptions of three senior phase Natural Sciences teachers using the flipped classroom approach (FCA) to enable them to implement inquiry-based learning (IBL) activities in their classrooms. The research data consisted of semi-structured interviews and classroom observation. The classroom observation data were analysed using the EQUIP classroom observation tool, focussing on the teachers’ effectiveness in creating and implementing any of the levels of inquiry-based activities identified by Blanchard and colleagues. The findings suggest that the FCA supports implementing IBL activities by transforming the role of the teacher to facilitator, and allowing the learners to engage with the inquiry activity. The perceptions of the participating teachers suggest a positive experience using the FCA for IBL. It was evident that the successful implementation of IBL using the FCA depends on well-structured lessons planned in advance, and well-functioning technologies and learning management systems to facilitate the implementation. Implementing the FCA for IBL activities did have challenges, including accessing resources, group dynamics, learner motivation and time constraints. However, the potential affordances of the FCA for IBL were recognised and invite investigation into future research.