FLIPPED CLASSROOM MODELS IN SCIENCE EDUCATION: INCREASING STUDENT ENGAGEMENT THROUGH INTERACTIVE DIGITAL CONTENT

Abstract

This study examines how flipped classroom formats affect students' involvement in scientific classes in high school, with an emphasis on the use of interactive digital information. The flipped classroom approach has gained popularity as a cutting-edge teaching strategy because it flips traditional methods of instruction by bringing online instructional information outside of the classroom and bringing in-class active learning activities. This study explores how integrating interactive digital resources into the flipped classroom format can improve student engagement, comprehension, and memory of difficult scientific concepts. Examples of these tools include simulations, video tutorials, and online quizzes. Data were gathered from a sample of high school students and science teachers across different schools using a mixed-methods approach. Pre- and post-intervention surveys measuring student involvement were used to collect quantitative data; interviews and classroom observations were used to collect qualitative data. The findings reveal that using interactive digital information in the flipped classroom paradigm significantly increases student engagement, with students demonstrating more interest and participation in science lessons. During class activities, teachers noted increases in their students' comprehension and teamwork. The study comes to the conclusion that by actively immersing students in the learning process and encouraging a deeper comprehension of scientific topics, the flipped classroom model, when combined with interactive digital resources, offers a potential method to improve science teaching.