Flipped learning in science education

During the last decade, massive investment in ICT has been made in Danish schools. There seems, however, to be a need to rethink how to better integrate ICT in education (Bundgaard et al. 2014 p. 216)
Flipped learning might be a didactical approach that could contribute to finding a method to use ICT in a meaningful way, and make way that the potential of ICT may be unleashed.
This poster presentation will present the methodological framework for a study on the implementation of Flipped Learning in science classrooms in the Danish elementary school system – and the research following this.
Our research questions are “To what extent can teachers using the FL-teaching method improve Danish pupils' learning outcomes in science subject’s physics / chemistry, biology and geography in terms of the results of national tests?” And “What factors influence on whether FL-teaching improves pupils' learning?”
During a 3-year period 84 science teachers at 18 schools will participate in a program where they will lean to conduct teaching based on flipped learning principals.
The teachers will undertake a 3 + 1 + 1 day course where essential technical and didactical issues regarding flipped learning will be addressed. Hereafter an array of different scaffolding activities will be conducted, among these are individual supervision, sharing of materials used in lessons and involving local school leaders in the program.
During this 3-year period we will follow the progress of the students involved in the program and monitor if their science skills will develop faster compared to similar students who are not involved in the program. In doing this we will include both qualitative and quantitative methods in a mixed methods setup.