21st Century Learning in Primary Science Subject via Flipped Classroom Method: A Teacher’s Perspective
Mohd Fadzly Wasriep1, Denis Lajium2
1Mohd Fadzly Wasriep, Faculty of Psychology and Education, Universiti Malaysia Sabah, Kota Kinabalu, Malaysia.
2Denis Lajium, Faculty of Psychology and Education, Universiti Malaysia Sabah, Kota Kinabalu, Malaysia.
Manuscript received on 28 September 2019 | Revised Manuscript received on 10 November 2019 | Manuscript Published on 22 November 2019 | PP: 661-668 | Volume-8 Issue-6S3 September 2019 | Retrieval Number: F11220986S319/19©BEIESP | DOI: 10.35940/ijeat.F1122.0986S319
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: The flipped classroom is one of the approaches used in 21st-century teaching practices. Contrary in primary education, various works of literature on the flipped classroom approach were studied in the secondary and tertiary education level. Thus, continuing the contribution to the body of knowledge, this preliminary research is done to explore the main themes in conducting a flipped classroom approach to promote 21st-century learning in primary school science. From the selection of a teacher, series of interviews, classroom observations and document reviews were analyzed systematically. The findings reveal three themes in primary science flipped classroom implementations including the affordances, assistance, and challenges. There are various aspects taken into consideration from the teacher and teaching surrounding for the flipped classroom settings to be conducive. The teacher realized that although flipped classroom helped her in many ways yet there are challenges that she needs to resolve. These findings provided a foundation for preliminary direction for the researcher to do further research planning.
Keywords: 21st Century Learning, Flipped Classroom, Primary Education, Science Education.
Scope of the Article: Social Sciences