The document discusses flipped learning in science teaching in Ghanaian schools. It finds that flipped learning increases student achievement and promotes collaboration and critical thinking compared to traditional lecture-based teaching. Specifically, it finds that flipped learning allows for more class time dedicated to problem solving, collaboration between students and teachers, and developing critical thinking skills like synthesizing information to create new knowledge. The study of 20 pre-service teachers found that flipped learning helped build skills like collaboration, problem solving, and developing a deeper understanding of scientific concepts.

1. FLIPPED LEARNINING IN SCIENCE TEACHING IN
GHANAIAN SCHOOLS
BENJAMIN AIDOO
SCHOOL OF EDUCATION

2. INTRODUCTION
Motivation and Engagement helps students learn
 Stay focus and self confidence
 Take full responsibility of learning
Increase student interest
 High at primary level but decrease at later age
 Science related courses and career in science
 Best practices in 21st century for motivating students
 technological tools for increasing students’ achievement and collaboration
Flipped Learning
 increasing students’ achievement
 promoting collaboration
 critical thinking.

3. TEACHING SCIENCE IN GHANA
Modifications in Curriculum
Needs of the workforce in science and technology
Train teachers to be more effective
Low interest in science resulting in poor performance e.g. BECE, TIMSS
Diploma in Basic Education (DBE)
3 year program to train teachers for elementary schools
Generalist and Specialist teacher for all and specific subjects
Educational and Professional courses
Awarded diploma certificate and enroll for 2 year top-up equivalent to degree
 4 -year teacher training program (T-TEL) to meet 21st century needs
Practical skills and capabilities to meet NTS requirements
Student-centered teaching approach
o Promote critical thinking skills

4. METHODOLOGY
Theoretical Framework (Bloom cognitive taxonomy)
Assist in defining the thinking skills that are expected
 Promotes students higher-order thinking skills
 Opportunity for students to reflect, and debate among themselves.
 Phenomenological design
 lived or first-hand experiences of students in the flipped classroom learning
Twenty pre-service teachers from a College of Education in Central Ghana
Demographic survey and interviews from five participants
 transcribed and saved into NVivo

5. RESULTS
Sub-themes 1 (Collaboration) Example of quotes
 Interacting with other teachers “ Through the interaction I was able understand certain things which I didn’t
know before’’
 Class time for problem solving activities “As I communicate with other teachers in the flipped classroom, it
encouraged me to search for
information and this will help me to connect with other aspects of my life
 Confidence building “ I was motivated by the process of learning and the interactions with friends in
the class discussions’’
Theme 2 ( Critical thinking)
 Students discussions and interactions “ As I take part in the discussions, I was encouraged to master skills of
problem solving skills ”
 Knowledge construction “ Depth of understanding of the topic increased through synthesizing
information to create new
knowledge”
 Motivation “ provided opportunity to manage that difficult question”

6. RESULTS
Student collaboration
 master skills of problem solving
 better opportunities to gain constructive
feedback
 Enhance students’ interpersonal interactions
 collaboration helps to build convergent skills
from students
Achievement
 Flipped classroom had higher scores than in
lecture
Critical thinking skills
 helped to think deeper of scientific inquiries
 develop own understanding of tasks
 increased though synthesizing information to create
new knowledge
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1
2
3
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5
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Achievment Collaboration Critical thinking
Interactions Problem-solving Knwoledge
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
Traditional
class
Flipped
class
Achievement
Model

7. DISCUSSION
Flipped class is effective in teaching than traditional lecture
 Effective collaboration between students and teachers
 Active learning strategies impacts student’s mastery skills and higher-level learning
 Teachers help students learn at own pace by providing guides
 Class time for problem solving
 Critical thinking skills enhanced
 Enhances learning outcomes