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.
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