Volume 1, Issue 2 (June 2022)                   IJER 2022, 1(2): 73-84 | Back to browse issues page

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Salehi A, Sahraian Z. (2022). A review of the theoretical framework of the flipped classroom, with an emphasis on implementation methods in elementary schools in Iran. IJER. 1(2), 73-84. doi:10.52547/ijer.1.2.73
URL: http://ijer.hormozgan.ac.ir/article-1-28-en.html
1- MA in Educational Psychology, Office of Education, Bandar Abbas Region 2, Bandar Abbas, Iran
2- MA student, Department of Educational Psychology, Islamic Azad University, Bandar Lange Branch, Bandar Lange, Iran , Sahraianza@gmail.com
Abstract:   (436 Views)
The present study aimed to provide a theoretical framework and research background on the Flipped classroom, with an emphasis on implementation methods in primary schools in Iran. The present study is a qualitative research that has been done in a review manner. Using the keywords Flipped class, flipped teaching, modern education, flipped education and flipped learning, authors have searched the existing scientific sources in the field in question and at the beginning of the work has collected about 80 scientific sources. Then, by reviewing these citations, 30 sources related to the research topic were selected for further analysis. The researchers performed the review study of the available sources by carefully studying the 30 selected sources and taking notes of the contents. Finally, by categorizing the extracted materials and accurately citing them according to APA principles, the results was documented. Based on the research findings, the implementation of Flipped education method will have benefits. The benefits were: motivating and significant learning, controlling stress and providing purposeful assignments. The findings have given practical implications for the implementation of flipped teaching for primary school teachers.
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Type of Study: Original | Subject: Educational Psychology
Received: 2022/01/7 | Accepted: 2022/04/25 | Published: 2022/06/1

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