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Charitha Samarawickrama, University of Gloucestershire, United KingdomAbstract
The flipped classroom is a pedagogical approach that reverses the traditional arrangement of face-to-face classroom activities and homework assignments. Therefore, flipped classrooms can be utilised to enhance science knowledge and scientific thinking through both outside and inside classroom activities. This paper aims to review existing research on homework, particularly emphasizing how it is incorporated into science education. The study involves a critical exploration of fifteen (15) research articles involving flipped classrooms in science education. The results indicated that study materials, such as video presentations and multimedia tools used in flipped classrooms, serve as effective stimuli to engage students, thereby enhancing their scientific thinking skills and knowledge acquisition in science. Moreover, the flipped classrooms promote greater flexibility, encourage critical thinking, and facilitate meaningful social interactions among students, contributing to a more innovative and autonomous learning environment. While flipped classrooms offer numerous benefits, potential drawbacks such as students’ lack of background knowledge in science subjects, diverse learning styles and social skills, limited support for independent learning at home, and low levels of motivation and interest can hinder the development of scientific thinking skills and the enhancement of science knowledge. Therefore, creating a supportive home environment and ensuring close monitoring by parents/family members are crucial for achieving successful outcomes. However, longitudinal research with more extensive participant groups is essential to thoroughly evaluate the sustained impact of flipped classroom models in science education.
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