The flipped chemistry classroom : a case study with year 9 students

Abstract

This case study was conducted amongst fifteen Year 9 Chemistry students attending a co-ed state senior school in Malta. It set out to explore how the chemistry topic ‘Nature of Matter, Atomic Structure and Chemical Bonding’, which tends to be challenging for students due to the abstract concepts involved, can be taught using the flipped learning technique. Students’ views regarding this approach were also sought. Special attention was given to their engagement, motivation and learning. Data were collected through various sources including teacher observations, students’ reflective diaries and a focus group. Findings indicate that although the students were mostly teacher dependent, they liked the new technique. This was mostly due to the fact that this approach helped them feel more prepared when attending a lesson, they were able to learn at their own pace and the technological aspect of it made it more enjoyable. The flipped learning technique was found to be advantageous since it frees up classroom time from the passing on of factual information such that more student-centred activities and student-teacher interaction could take place.