Introduction: Objectives and Instructional Focus
The discussed lesson plan is a learning activity in science that utilizes the flipped classroom technique for adult learners. The learning activity is designed for the adult student population who are already graduates. The assignment in science aims to improve students’ scientific literacy, which is more complicated than simple memorization of the definitions (Bruning et al., 2011). The objective of the lesson plan is to develop a thorough understanding of the concepts, master the scientific method, and give students the competencies for problem-solving essential in testing the hypotheses (Bruning et al., 2011). Therefore, problem-solving instead of operating with previously memorized facts and definitions is crucial in the discussed lesson plan.
The students will learn from the lesson how to test the hypothesis using the scientific methods typically applied to problem-solving. The flipped classroom assignment format allows one to prioritize activity over lecturing (Bruning et al., 2011). This practical type of lesson is an effective way for the instructor to facilitate learning among students, making them active participants in education.
The roles and expectations of learners and instructors differ from those in the traditional classroom (Bruning et al., 2011). In this assignment format, the student is not passive; the teacher provides the learners with various interactive learning materials. The “flipped classroom” is a more student-oriented approach to instruction in which students obtain course content before the lesson.
Students receive the assignment for independent learning, typically in a particular electronic form, while spending their instructional time engaging in more active, collaborative projects. The definitions of the flipped classroom vary somewhat, primarily based on the precise nature of the assignments carried out by learners, but the essence of this format is unchangeable in general (Lameras et al., 2021). By researching subjects at their convenience while not in the classroom, learners can be better educated and ready to participate in conversations in class and actively learn about the subjects (Lameras et al., 2021). The flipped classroom format allows the educator to achieve significantly better results in learning and promote an active position among students.
Lesson Structure: A Three-Step Process
The assignment can be described as a discussion that has three significant steps. The lesson’s topic is “Science as Inquiry.” Its objective is to test the hypothesis the teacher articulates using scientific methods. Students receive materials in electronic format for watching and reading at home. Two videos and two articles share the topic “Science as Inquiry.”
In the second stage, students participate in group discussions and share their opinions on the task. The third step is discussing the mistakes in scientific thinking that arose during group interaction with the teacher. The teacher emphasizes the problems in testing the hypothesis and shows an excellent example of scientific thinking.
Core Features of the Flipped Classroom
The assignment is designed as a flipped classroom assignment because it follows the main components characteristic of this activity type. First, the teacher uses inquiry-based instruction to promote learning (Bruning et al., 2011). Students are aware of the classroom topic in advance, and they receive materials in electronic format that discuss this theme.
There are several videos and articles to read before the classroom that all students should read independently. They can study the material at their own pace, an essential component of the flipped classroom. If students have problems understanding the material on the required level, they should consult previous topics and work on improving their knowledge (Bruning et al., 2011).
This aspect is consistent with the notion of overreliance on sufficient prior knowledge that is typical for the traditional classroom, where the teacher does not have time and opportunity to know every student individually (Bruning et al., 2011). The flipped classroom format ensures that students understand their knowledge gaps and work on them.
Constructivist and Reflective Learning
The teacher should adopt the strategy of changing students’ naive views on the topic through discussion in the flipped classroom. The learning process should be constructive, as this education format supposes (Attard et al., 2021). This component is vitally significant in the classroom experience of adult learners. The lesson’s focus can be described as science as inquiry, which supposes adult students’ independent research with their subsequent hypothesis testing (Attard et al., 2021).
While communicating in groups, students learn about the nature of the scientific theory they are discussing and understand the errors they make in their scientific thinking (Gyllenpalma et al., 2020). This helps students learn about the dysfunctional strategies they use in thinking, which is essential in further education (Gyllenpalma et al., 2020). They will develop a more conscious and rational approach to investigating and making conclusions on new topics.
Outcomes and Evaluation
Several major components determine the effectiveness of the flipped classroom. They include the ability of the teacher to create a flexible environment, support a learning culture, propose students’ intentional content, and provide students with professional guidance (Lin & Hwang, 2018). It is possible to assume that the classroom design I proposed satisfies these four points essential in focusing on the students’ experience and allowing them to enhance their knowledge.
The emphasis on the flipped classroom format, which supposes a high degree of independence in prior research on the topic and subsequent discussions in groups during the class, corresponds to the requirements of adult science education (Zheng et al., 2020). Students should develop competencies concerning applying their knowledge in practice by testing the hypothesis using the scientific method. Therefore, the teacher gives them this opportunity in the discussed classroom format.
Conclusion
As mentioned, flexible settings are necessary for flipped learning. To support the variety of in-class assignments that can be done in a flipped learning environment, including interactive work in groups, personal investigation, and research, teachers frequently modify the classroom’s physical layout. Flipped learning calls for a shift in the way that education is practiced.
For students to connect with courses more meaningfully and actively while studying, the focus is moved in flipped educational settings from instructor-driven to student-centered learning. Meaningful content is necessary for flipped education. Using constructivist approaches, teachers determine which resources should be provided to students previously and which subjects ought to be taught immediately to help learners understand concepts in addition to operational proficiency.
Flipped education requires dedicated, competent instructors to achieve positive results because it requires teaching thinking analytically instead of memorizing the formulas and facts from the manual. It states that the flipped classroom format is the optimal solution for the science assignment in the group of adult learners. It allows the teacher to promote the required competencies and develop scientific thinking among students, as well as their critical thinking skills.
References
Attard, C., Berger, N. B., & Mackenzie, E. (2021). The positive influence of inquiry-based learning teacher professional learning and industry partnerships on student engagement with STEM. Frontiers, 6. Web.
Bruning, R. H., Schraw, G. J., & Norby, M. M. (2011). Cognitive psychology and instruction (5th ed.). Pearson.
Gyllenpalma, J.,Rundgren, C. J., Lederman, J., & Lederman, N. (2020). Views about scientific inquiry: A study of students’ understanding of scientific inquiry in grades 7 and 12 in Sweden. Scandinavian Journal of Educational Research, 66(2), 336-354. Web.
Lameras, P., Arnab, S., de Freitas, S., Petridis, P., & Dunwell, I. (2021). Science teachers’ experiences of inquiry-based learning through a serious game: a phenomenographic perspective. Smart Learn. Environ., 8(7). Web.
Lin, C.-J., & Hwang, G.-J. (2018). A learning analytics approach to investigating factors affecting EFL students’ oral performance in a flipped classroom. Journal of Educational Technology & Society, 21(2), 205–219. Web.
Zheng, L., Bhagat, K. K., Zhen, Y., & Zhang, X. (2020). The effectiveness of the flipped classroom on students’ learning achievement and learning motivation: A meta-analysis. Journal of Educational Technology & Society, 23(1), 1–15. Web.