The Constructivist Flipped Classroom

Abstract

In science education, the value of the constructivist methodology has long been integrated with experiential and hands-on learning while offering a framework for teaching and learning. In recent pre- and future postpandemic times, as various online modalities have been leveraged in the teaching of science, there should be a complementary approach taken to content and experiences in the online environment. Specifically, a hybrid approach that integrates in-person experiences and instruction with online learning opportunities and content delivery, when integrated with constructivism, can provide an appropriate framework for the flipped classroom. By leading with face-to-face active learning opportunities to explore conceptual understanding through practice followed by content delivery primarily through online mechanisms, the constructivist flipped classroom is realized. Within this process, the classroom instructor is provided with a teaching, learning, and curriculum approach designed to effectively implement a student-centered and teacher-facilitated course of study.

Additional information

Notes on contributors

William H. Robertson

William H. Robertson ([email protected]) is a professor of STEM education in the Department of Teacher Education in the College of Education at the University of Texas at El Paso.