This study was carried out in a secondary school in Sweden and was written by one student becoming a teacher of English. The aim of this thesis is to find out how well the flipped classroom method would work in an English class in Sweden and what one needs to bear in mind when implementing the method. The following research questions guided this thesis: How did the students and teacher experience the flipped classroom as a teaching approach? What elements are important to bear in mind when implementing the flipped classroom? The main findings of this study showed that both the students and the teacher were positive towards implementing some aspects of the flipped classroom such as using video clips, as it was more student-centred and provided more variety to their English classes. Furthermore, this thesis, as well as previous studies, highlights certain aspects one needs to bear in mind when implementing the flipped classroom. Firstly, finding suitable materials is very time consuming initially when one either records or searches for suitable materials to flip that are well-adjusted to the students’ level. Secondly, one needs to understand that homework is essential for the method and one needs routines to make it efficient. Lastly, the essence of the flipped classroom is to free more time in the classroom. Therefore, one needs to construct a well-planned follow-up lesson in order to help the students’ process as to what they learn at a deeper level.

Flipped Classroom (flipp) is described in both school and scientific contexts as a new teaching method where the individual pupil and her active learning is placed at the center and where lesson time to a greater extent is used for discussion and laboratory work, while information gathering takes place outside lesson time via ICT. Flipp has in recent years become widely spread in Sweden, which is why it is interesting to investigate flipp in a Swedish context. This has so far been made to a very limited extent. This study aims to deepen the understanding of flipp as a teaching method as the method appears in the speech and actions of upper secondary school teachers who claim they use flipp when they teach. The study addresses three general issues. First, teachers' purposes with flipp are explored, second, the roles that emerge in flipped teaching is investigated and third, individualization in teaching where flipp is applied. The study is a case study based on interviews and observations with three upper secondary school teachers who flip their teaching. The study is based on social constructivist theory formation and Dewey's progressivist philosophy of education is the discussion partner in this study. Previous research suggests that in the development of flip, inspiration was drawn from pedagogical ideas from the early 1900s, which makes it advisable to discuss possible points of contact between flipp as expressed in the case study, and progressivism. Previous research presents flipp as a method for creating flexibility and individualization as well as a method that helps the teacher and students spend more time together for laboratory work and discussions. The teachers express that flipping helps the students to become active during lessons. Observations, however, show that there are significant problems with the students not preparing for the lesson to the extent that was expected, which will have negative consequences for the opportunities to work and discuss during lessons as intended. The study thus shows evidence that there is a discrepancy between the image that the teachers produce and the image of the flip that has been observed. / Denna licentiatuppsats handlar om hur gymnasielärare som flippar uppfattar och  tillämpar undervisningsmetoden. I studien undersöks vilka syften lärarna har med att flippa, vilka roller lärare och elever har när man flippar och i vilken mån flipp kan bidra till att individualisera undervisningen. Tre verksamma gymnasielärare har deltagit i studien och de har intervjuats och observerats vid flera tillfällen. Flipp beskrivs av lärarna som har deltagit i studien som en undervisningsmetod som kan bidra till att de kan göra undervisningen mera individualiserad och flexibel. Studien visar även att den omdisponering av tid, som flipp syftar till, innebär att lärare ger elever ansvar för att på egen hand arbeta med grundläggande kunskapsinhämtning, vilket i kombination med andra bärande element i flipp, kan missgynna elever som av olika anledningar har svårigheter i skolan. Karen Stormats är verksam som lärarutbildare vid Högskolan Dalarna. Hon har tidigare erfarenhet av undervisning i historia och samhällskunskap på gymnasiet. Under tiden som forskarstuderande har Karen ingått i forskarskolan Skolnära, ett samarbete mellan Pedagogisk utveckling Dalarna (PUD), Högskolan Dalarna och Karlstads universitet.

Abstract When traditional lecture methods prove ineffective, some professors turn to alternative teaching styles. In particular, a flipped or inverted classroom, where students watch conceptual videos before coming to class and use class time for application and fine tuning of these concepts has become popular in recent years. However, little consensus exists on the efficacy of these strategies. The purpose of this study is to determine whether a flipped classroom structure implemented in a medical school course successfully improved student performance. To do so, I analyzed exam data from the University of Nebraska Medical Center before and after implementation of the alternate method in a course, and compared to another class taken in the same semester that did not undergo any change in teaching style. In addition, I investigated differences among particular student academic and demographic groups that may benefit from learning in an inverted classroom environment. My findings suggest that the flipped classroom strategy is advantageous to student learning and can significantly increase the performance of particular divisions of students such as those with lower-than-average MCAT scores and students who performed highly in their first year of medical school.

Nowadays, in the new era of technology, everything needs to be updated, which represents a new challenge to education to adapt to the developments in technology. Moreover, due to the gap of theory separating practices in business schools, it is becoming obvious that the Universities can hardly help students to acquire experience. Due to this problem, business schools can limit the potential of students’ success. This study examines the efficiency of technology use in class as well as outside of the classroom. This was done by interviewing five teachers within different areas of teaching in Jönköping International Business School. The results show that there are many aspects that need to be considered such as policy, teacher development, the development of the virtual learning environment and other technological improvements, before applying technology in flipped classroom. / Den nya eran av teknik i dagens samhälle gör att allt måste uppdateras. Detta utgör en ny utmaning för utbildningen som bör anpassa sig till denna tekniska utveckling. Dessutom, som en följd av det teoretiska gapet som separeras från praxis i handelshögskolor är det tydligt att universiteten knappast kan hjälpa studenter att skaffa sig underförstådd kunskap. På grund av det här problemet kan handelshögskolor begränsa potentialen av studentens framgång. Däremot visar vår forskning att användningen av tekniken i det flippade klassrummet kan bidra till att förbättra situationen. Denna studie undersöker effektiviteten i teknikanvändning i klassrummet såväl som utanför klassrummet genom att intervjua fem lärare inom olika områden av undervisning på Jönköping Internationella Handels Högskola. Resultaten visar att det är många aspekter som bör beaktas, såsom policy, utvecklingsarbete av lärare, utveckling av VLE i tillägg till andra tekniska förbättringar, innan man applicerar tekniken i det flippade klassrummet.

Syftet med denna litteraturstudie är att redogöra för läxans roll i det flippade matematiklassrummet. Arbetsmetoden ”Flippat klassrum” karaktäriseras av en förflyttning av traditionella föreläsningar ut ur klassrummet. Direkta instruktioner ges istället som läxa, ”flippad läxa”, ofta i form av videoföreläsningar. Litteraturstudien baserar sig på nio artiklar och behandlar den flippade matematikläxans utformning, elevers åsikter om arbetsmetoden, och vilka fördelar respektive nackdelar flippad läxa har i förhållande till traditionell läxa. ”Flippad läxa” är fortfarande är ett relativt outforskat begrepp, vilket gör det svårt att dra generella slutsatser. Studiens resultat tyder dock på att metoden kan ha flera fördelar, bland annat i att videoföreläsningar som läxa ger eleverna ett större ansvar för sitt eget lärande, och att videons bestämda speltid har potential att minska skillnaden i den tid, som olika elever använder för att göra samma läxa. / The purpose of this study is to investigate homework given in the flipped mathematics classroom. One of the characteristics of the “flipped classroom” is that traditional lectures are not placed in class time. Direct instruction is instead given as homework, “flipped homework”, often in the form of video lectures. The literature review is based on nine articles and focuses on the design of flipped mathematics homework, pupil’s views of the method, and the possible advantages and disadvantages of flipped homework in relation to traditional homework. There is still a lack of research done on “flipped homework”, which makes it difficult to draw any general conclusions. However, the results indicate that the teaching method may have some advantages, including that video lectures gives the students a greater responsibility for their own learning, and that the fixed time of the video have the potential to reduce the difference in time spent by different students on the same homework.

Syftet med studien är att undersöka hur yrkeslärare som undervisar på industritekniska utbildningar reflekterar kring, flippade klassrum som undervisningsmetod. Metoden som använts i studien har varit kvalitativ och tre stycken yrkeslärare har intervjuats. Tidigare forskning om flippade klassrum och olika lärstilar ligger till grund för analysen.Resultatet visade att flippade klassrum har många positiva effekter för både lärare och elever. För många elever blir inlärningstiden många gånger mindre jämfört med traditionell undervisning. Många lärare blandar traditionell undervisning med flippade klassrum och variationen gör att eleverna lättare kan lära sig nya saker.Min slutsats blev att flippade klassrum är en omtyckt undervisningsmetod av både lärare och elever, men att det är tidkrävande för lärarna i början och att det blir en omställning för eleverna som förväntas vara mer förberedda innan en lektion startar. Läraren och eleverna som arbetar med flippade klassrum måste mer eller mindre vara teknikintresserade för att modellen ska fungera. / The purpose of the study is to investigate how vocational teachers who teach industrial engineering education reflect around, flipped classroom as a teaching method. The method used in the study has been qualitative and three vocational teachers have been interviewed. Previous research on flipped classrooms and different learning styles forms the basis for the analysis.The result showed that flipped classrooms have many positive effects for both teachers and students. For many students, learning time is many times less compared with traditional teaching. Many teachers mix traditional classroom with flipped classroom and the variation allows students to learn new things more easily.My conclusion was that flipped classrooms are a popular teaching method of both teachers and students, but it is time-consuming for the teachers at the beginning and that there will be a change for the students who are expected to be more prepared before a lesson starts. The teacher and the students working with flipped classrooms must more or less be technically motivated for the model to work.

Syftet med den här fallstudien var att se hur några lärare och elever i årskurs 1-3 arbetar med flipped classroom och vilken inställning de har till arbetssättet, samt vilka för- och nackdelar det finns med metoden. Studien gjordes som en kvalitativ undersökning där både intervjuer, klassrumsobservationer och enkätundersökningar har använts för att ta reda på lärarnas och elevernas personliga uppfattningar och erfarenheter. Resultatet visade på att flipped classroom gav möjlighet till en mer varierad och individuell undervisning som kan öka elevernas kunskaper och motivation. Arbetssättet frigjorde lektionstid som kunde användas till fler diskussioner och mer praktiska övningar, aktiv studietid och ett ökat socialt samspel. Lärarna upplevde att eleverna hade en större iver och lust att lära i klassrummet när flipped classroom användes. Studiens slutsatser är att flipped classroom med fördel kan användas för elever i årskurs 1-3, men att variation i arbetssättet är nödvändigt för att kunna förmedla den motivation, lust och glädje som finns inom matematiken.

The flipped classroom is a teaching method where students access instructional materials outside of class through teacher-made videos or readings so that time spent in-class with the instructor can focus on collaboration and student-driven practice. This instructional practice has gained popularity worldwide at the secondary and post-secondary level because of its perceived benefits for students. Such benefits include higher test scores and proficiency, more frequent interactions between teachers and students, increased content knowledge and application, and improved motivation and attitude towards a course. Although worthwhile, much of the research lacks details of teacher perspectives on the method and its use in secondary, world-language classes, specifically in the state of Utah. This study analyzed the responses of 33 world-language teachers in the state of Utah to questions about their training on the flipped method, their use of it in the classroom, and their views on the advantages and disadvantages of the technique. The purpose of this study was to understand how world-language teachers in the state of Utah are using the flipped method and to identify the advantages and disadvantages of the method from a world-language teacher's perspective. The key data source for this qualitative study was a 22-question electronic survey. The results of this study indicate that although there is a moderately high rate of training for teachers on the flipped method, there is a low rate of implementation among the world-language teachers. In addition, teachers responded that their top three advantages of the flipped method include allowing more one-one-one time between teacher and student, allowing for self-paced learning of students, and proving a more in-depth study of course material. Participants also acknowledged the top challenges to the flipped method to be an increased workload outside of class for both teachers and students, students being less-able to complete in-class activities without proper preparation and a lack of student motivation. Possible areas of future research are recommended.

Flipped Classroom (flipp) is described in both school and scientific contexts as a new teaching method where the individual pupil and her active learning is placed at the center and where lesson time to a greater extent is used for discussion and laboratory work, while information gathering takes place outside lesson time via ICT. Flipp has in recent years become widely spread in Sweden, which is why it is interesting to investigate flipp in a Swedish context. This has so far been made to a very limited extent. This study aims to deepen the understanding of flipp as a teaching method as the method appears in the speech and actions of upper secondary school teachers who claim they use flipp when they teach. The study addresses three general issues. First, teachers' purposes with flipp are explored, second, the roles that emerge in flipped teaching is investigated and third, individualization in teaching where flipp is applied. The study is a case study based on interviews and observations with three upper secondary school teachers who flip their teaching. The study is based on social constructivist theory formation and Dewey's progressivist philosophy of education is the discussion partner in this study. Previous research suggests that in the development of flip, inspiration was drawn from pedagogical ideas from the early 1900s, which makes it advisable to discuss possible points of contact between flipp as expressed in the case study, and progressivism. Previous research presents flipp as a method for creating flexibility and individualization as well as a method that helps the teacher and students spend more time together for laboratory work and discussions. The teachers express that flipping helps the students to become active during lessons. Observations, however, show that there are significant problems with the students not preparing for the lesson to the extent that was expected, which will have negative consequences for the opportunities to work and discuss during lessons as intended. The study thus shows evidence that there is a discrepancy between the image that the teachers produce and the image of the flip that has been observed. / Denna licentiatuppsats handlar om hur gymnasielärare som flippar uppfattar och  tillämpar undervisningsmetoden. I studien undersöks vilka syften lärarna har med att flippa, vilka roller lärare och elever har när man flippar och i vilken mån flipp kan bidra till att individualisera undervisningen. Tre verksamma gymnasielärare har deltagit i studien och de har intervjuats och observerats vid flera tillfällen. Flipp beskrivs av lärarna som har deltagit i studien som en undervisningsmetod som kan bidra till att de kan göra undervisningen mera individualiserad och flexibel. Studien visar även att den omdisponering av tid, som flipp syftar till, innebär att lärare ger elever ansvar för att på egen hand arbeta med grundläggande kunskapsinhämtning, vilket i kombination med andra bärande element i flipp, kan missgynna elever som av olika anledningar har svårigheter i skolan. Karen Stormats är verksam som lärarutbildare vid Högskolan Dalarna. Hon har tidigare erfarenhet av undervisning i historia och samhällskunskap på gymnasiet. Under tiden som forskarstuderande har Karen ingått i forskarskolan Skolnära, ett samarbete mellan Pedagogisk utveckling Dalarna (PUD), Högskolan Dalarna och Karlstads universitet.

Orientador: Denise Fernandes de Mello / Resumo: Nesta pesquisa analisamos a contribuição da utilização de metodologias ativas no ensino de ciências para a formação de um sujeito ecológico. Propusemos e desenvolvemos um total de 26 atividades, totalizando 78 aulas, sendo elas: duas atividades diagnósticas, 21 atividades de intervenção e três atividades prognósticas para avaliação do programa de intervenção e 1 passeio de 4 horas no Jardim Botânico e no Observatório Astronômico de Bauru. Participaram duas turmas de 7º ano do Ensino Fundamental – Anos Finais – de uma escola pública, total de 51 alunos. O período de realização ocorreu entre os meses de fevereiro a outubro de 2019. A escola está localizada em um município no interior do estado de São Paulo, de aproximadamente 5000 habitantes. As atividades foram contextualizadas na realidade local, podendo ser adaptadas e utilizadas por professores em outras escolas/contextos. A análise dos resultados das atividades propostas mostrou evolução do perfil ambiental do aluno, aproximando-se este de um sujeito ecológico, o qual passa de ações individuais para ações coletivas. O produto elaborado foi um objeto educacional digital, com atividades lúdicas sobre conteúdo de ciências, abrangendo quatro temas de educação ambiental (1. Descobrindo a Natureza da Cidade; 2. Conhecendo o metabolismo da cidade; 3. Pesquisando a qualidade ambiental da cidade; e 4. Buscando a melhoria da qualidade ambiental da cidade). Além de atividades com perguntas e respostas, sugestões de links contendo tex... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: In this research we analyze the contribution of the use of active methodologies i n science teaching for the formation of an ecological subject. We proposed and developed 26 activities, i n 78 classes, namely: two diagnostic activities, 21 i ntervention activities, and three prognostic activities for evaluating the i ntervention program and a 4-hour tour of the Botanical Garden and the Astronomical Observatory of Bauru . Two classes of 7th grade of Elementary School participated - Final Years of a public school, total of 51 students. The realization period took place between February and October 2019. The school i s l ocated i n a municipality i n the middle of the state of São Paulo, with approximately 5000 i nhabitants. The activities were contextualized i n the l ocal reality and can be adapted and used by teachers i n other schools / contexts. The analysis of the results of the proposed activities showed an evolution of the student's environmental profile, approaching to an ecological subject, who changes from individual actions to collective actions. The elaborated product i s a digital educational object, with playful activities on science content, covering four themes of environmental education (1. Discovering the Nature of the City, 2. Knowing the city's metabolism, 3. Researching the city's environmental quality, and 4. Seeking to i mprove the city's environmental quality). Activities with questions and answers, suggestions for l inks containing texts, videos, games ... (Complete abstract click electronic access below) / Mestre