Flipping the classroom: Can changing delivery of the Australian Middle School Science Curriculum Improve Student Outcomes?

Abstract

Flipped Classroom (FC) pedagogy promotes active student learning and facilitates integration of technology within an ‘inverted’ learning environment. As such, this approach has experienced rapid global uptake over the past decade on the back of a rapidly evolving educational landscape. Through reversing conventional classroom and homework routines, a classroom ‘flip’ introduces students to new learning concepts outside of the traditional school setting, via online resources such as instructional videos, vodcasts, or interactive online platforms. Students may work through this novel content at a pace and frequency which suits their individual requirements. Subsequent within-class time is aimed at extending and establishing new knowledge through fostering an active, inquiry-based learning structure. The classroom setting in which inquiry takes place is student-centred, allowing the teacher to act as a guide or facilitator to group inquiry systems, assisting when needed, and whose presence provides a scaffold for student learning opportunities. This scheme is embedded within the framework of social constructivism, encouraging students to share, discuss, and reason within a communal framework to build knowledge. It firmly establishes students, both individually and collectively, at the centre of their personal learning. The FC model is encapsulated within one of six innovative pedagogical clusters recently identified by the OECD as focusing on developing 21st century skills and increasing engagement, motivation, and agency in students. The Australian F-10 science curriculum relies heavily on inquiry-based learning as a core construct, using scientific knowledge acquired through evidence, the development of communication skills and student collaboration to solve problems with real-world applications. When considered against the context of the Australian F-10 science curriculum, the FC presents an opportunity to prepare young learners to meet challenges facing both contemporary and future society. The purpose of the present study was to assess whether flipping the classroom is effective across 3 determinants of student engagement and performance - academic learning outcomes (ALO), students’ perceived learning outcomes (PLO) and student satisfaction outcomes (SSO). Further, with a primary focus on middle school science classes, it sought to resolve whether the FC strategy is suitable for widespread uptake in teaching of the years 7 to 10 Australian science curriculum. A qualitative systematic review of literature relating to the flipped classroom and its applicability towards science education was conducted. Only primary data, sourced from empirical studies published between 2012 and 2022, in peer-reviewed journals, dissertations or theses were considered. A total of 36 studies were included in the final review. Results showed that of the 3 determinants of student outcomes (ALO, PLO, SSO), no studies found a significant decrease in performance through use of flipped learning when compared to control groups. Further, ALOs significantly improved through use of the FC model when compared to control in 21 high school-based studies, with 8 showing no difference. PLOs including engagement, comprehension, autonomy, and completion of pre-learnings were significantly increased in 21 studies, with 3 showing no difference. SSOs, such as enthusiasm, motivation to learn and subject enjoyment, improved significantly in all of 14 studies when FC delivery was compared to control groups. Issues which may act as enablers or barriers to successful implementation of the FC were also identified and are reported on, including teacher proficiency in model delivery and technological competency for both student and teacher. The results of this inquiry align with other recently published systematic reviews and meta-analyses, adding to a burgeoning research repository demonstrating beneficial effects of the FC model. The study concludes that flipping the classroom is a promising, learner-centred pedagogy suitable for developing active learners through delivery of the Australian middle school science curriculum.