Exploring the Impacts of Flipped Classroom Approach in Primary Science Education: A Study in Karachi

Abstract

The Flipped Classroom Approach (FCA) is being implemented in private schools in  Karachi, Pakistan, and its effects are being examined in this study on the teaching of  elementary science. The FCA is a digital education paradigm that allows students to  access educational information outside the classroom, freeing up in-class time for  interactive, hands-on activities. A qualitative exploratory research design was used to  gather data from five science teachers. The results show that instructors have different  perspectives on the FCA, seeing it as a way to support students' independent learning and  improve engaging class sessions. The benefits of the FCA include personalized learning  experiences, deeper comprehension through practical tasks, and enhanced student  engagement. However, issues like the need for reliable technology and thorough teacher  preparation were also raised. The study comes to the conclusion that by fostering a more  dynamic and student-centered learning environment, the FCA has a great deal of  potential to improve primary scientific instruction. But in order for implementation to be  successful, issues with technology and teacher readiness must be resolved. The study  offers significant perspectives for educators and politicians who seek to use inventive  pedagogical approaches to enhance academic achievements in elementary science  instruction.