Development and Assessment of a Flipped Classroom Teaching Sequence for Enhancing Conceptual Understanding in Geometrical Optics

Abstract

The flipped classroom model is increasingly recognised as a viable alternative to traditional teaching methods; however, its effectiveness largely depends on factors such as instructional design, implementation strategies, and the specific educational context. The current literature does not adequately address specific strategies for teachers to implement the flipped classroom model in practice. Therefore, the purpose of this study was twofold: first, to design a teaching sequence as a practical product that can be used to deliver lessons, and second, to assess the effectiveness of the teaching sequence as a tool for enhancing knowledge development in geometrical optics. The participants were third-year physical science students (N = 93) enrolled in a Bachelor of Education degree programme, who took a geometrical optics course lasting one semester. The methodology employed was design-based research, and this article provides a detailed description of the first iteration, including how the teaching sequence evolved over four years. The initial results obtained from tests performed during and after the implementation of the initial iteration of the teaching sequence showed that the teaching sequence was more effective in enhancing students’ recall of facts and basic concepts than in promoting their ability to explain ideas or concepts and apply that knowledge to new situations. The teaching sequence was refined over four years, suggesting that while the flipped classroom model is a viable tool in physics teacher education, it is not a one-size-fits-all solution. Instead, a continuously evolving, context-sensitive design is necessary.