In-house Webinar on the Inquiry-based Flipped Classroom Model

Mr. Rolando M. Tan of the Elementary School Science Workgroup discussed his research on students’ conceptual understanding and science process skills in an Inquiry-based Flipped Classroom Environment last 26 June 2020. His study compared the impact of inquiry-based flipped classroom model on students’ conceptual understanding and science process skills on Grade 9 biology topics with non-flipped inquiry-based face-to-face instruction. Both models (flipped and non-flipped inquiry models) have features of inquiry where students try to find answers to questions about the natural world using evidence-based tasks. However, the flipped inquiry model uses online platforms to deliver content when they are not in school while discussions or application of concepts are conducted when they meet in class. A Facebook page for the experimental group receiving instruction through the flipped inquiry model serves as the Learning Management System, where content is delivered online. The non-flipped inquiry model uses the conventional face-to-face teaching-learning process for instruction. The findings showed that inquiry-based flipped classroom can be just as effective as inquiry-based instruction conducted in a physical classroom but can be made even better when nature of uploaded content, manner of uploading the content and choice of learning management system are carefully considered to optimize its impact.