Flipped classroom in secondary school physics education

Abstract

This quasi-experimental pre/post-study with control group examines the effect of the flipped classroom method applied to basic physics courses at two German secondary schools (N = 150) in a three-month treatment. The focus of the study is the performance in a content knowledge test and the related non-cognitive attitudes as interest in the subject physics, motivation to do physics and the physics related self-concept. First results indicate that flipped classroom has a positive effect on the learning gain as well as on motivation and self-concept. Further analysis will look into parameters that moderate the effect of flipped classroom.