This paper presents the preliminary findings and methodological framework from a study on the implementation of Flipped Learning in science classrooms in the Danish elementary school system. As a mixed methods case study consisting of observations and interviews, three science classrooms have been documented over the course of 15 weeks; prior to-, during- and after the implementation of a Flipped Learning approach to teaching and learning. Although ideas of Flipped Learning and Flipped Classroom have gained increased popularity amongst practitioners within different levels in the educational system and cultural contexts, the empirical contributions are few. The purpose of this study is to gain insight into the experiences and practice of teachers and students when engaging in Flipped Learning. The preliminary findings suggest that the implementation of Flipped Learning does not necessarily make way for changes in classroom practices as expected. However, the experience of Flipped Learning by students and teachers offers a different and more optimistic set of narratives.
|Status||Udgivet - 2017|