Pixel International Conferences

This paper describes the implementation of Flipped Classroom Strategy in the Singapore Primary School context. Recent studies suggested that students today are no longer engaged with teacher-centered lessons. It is essential to create student-centered learning experiences that provide opportunities to help them acquire knowledge for themselves (Lemmer, 2013). This resonated with the teachers as a common problem that educators face.

Brunsell & Horejsi (2011) defines flipped classroom as using technology to teach content via lectures outside of the classroom, while assignments with concepts are provided inside the classroom through learning activities. In the implementation of the Flipped Classroom Strategy, content is delivered online and students share their understanding of the lessons by discussing what they have learnt through online learning platforms such as forums and classroom discussions. In class, lessons were carefully planned and crafted to allow students to transfer their learning and understanding in class and to integrate the learning online and application in the classroom.

The Flipped Classroom Strategy is implemented during science lessons to address the following issues: 1. Encourage deeper learning and enhance classroom discussions 2. Move away from assumption that learning only takes place in the classroom.

Students’ interactions and responses for the out-of-class and in-class learning were analysed. Results showed that students were able to produce more coherent, sophisticated and scientific explanations in their responses during the in-class activity compared to the out-of-class activity. Students were also able to bring in new information from reading materials to seek better understanding of issues involved and a positive trend in the quality of explanation and scientific-ness of content in their responses was observed.