Virtual flipped classroom and rethinking in the high school chemistry curriculum: Presenting a model

Document Type : Research Paper

Authors

1 Associate Professor,Department of Educational Sciences, Payame Noor University (PNU), Tehran, Iran

2 PhD student, Department of Educational Sciences, Graduate Education Center, Payame Noor University(PNU), Tehran, Iran

3 Professor, Department of Educational Sciences, Payame Noor University(PNU), Tehran, Iran

Abstract

To create a dynamic,active,interactive learning environment during online learning,it is useful to combine the features of the flipped and virtual classroom.Using virtual technology in the flipped chemistry classroom,thinking,creativity,independent learning,and problem-solving abilities are cultivated in students.the present study was conducted with the aim of providing a new model for the chemistry curriculum for the high school with an emphasis on the virtual flipped classroom.Dimensions and indicators were collected by content analysis of the research literature and analyzed and validated by a Delphi survey of chemistry and virtual education experts. Content validity was above 70% and reliability was confirmed by retesting after two weeks.a matrix of formation and compatibility relationships was created using the interpretive structural modeling method.The ISM graph was drawn and the type of variables was also determined using MICMAC analysis. According to the results,the present model consisted of 10 dimensions,42 components, and 89 indicators. These dimensions were classified into 5 levels. 5: Support and Organization; 4: Goals, Instructional Design,Technology, and Learning Content; 3: Teaching Strategies; 2:Evaluation; 1:Teacher,Learner,and Educational Psychology.Improving learning in chemistry education in the education system involves applying a systematic model to create appropriate and effective coordination and communication between the elements and components of virtual flipped education.

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