An investigation on teaching performances of model-based flipping classroom for physics supported by modern teaching technologies

The core educational purposes of scientific models are to help student learning as well as develop the students' problem solving skills. This study uses three-stage method of literature review, expert Delphi method, open-ended questionnaires, and focus interviews to investigate the flipping classroom method based upon modern teaching technologies and investigate the effects of the teaching method upon the students' learning of physics models and modeling skills. This study employed a quasi-experimental approach by comparing pre- and post-class results of students who underwent three different learning methods, namely: (1) model-based flipped classroom supported by modern teaching technology (MFC), (2) flipped classroom (FC), and (3) model-based classroom. Students who underwent the MFC method achieved significant improvements in the 5 phases of the physics modeling process and gave higher scores in the 4 dimensions of classroom teaching quality evaluation, namely (1) communication and cooperation, (2) application and learning, (3) curriculum learning, and (4) participation. The model-based flipping classroom supported by modern teaching technologies (MFC) used in this study effectively guided students through the 3 steps of new knowledge construction during the learning process, provided an empirical reference for applying modern teaching technologies and flipping classroom teaching methods in actual settings, and inspired new mindsets for applying and developing teaching theories.