شبكة المعلومات العربية التربوية

In recent years, the flipped classroom has become a popular teaching method. It entails students taking ownership of their education by reviewing course materials in advance of class, frequently in the form of video lectures. The remainder of the class day is spent on interactive and group projects that apply and reinforce the lessons covered. This study aims to investigate the effectiveness of the flipped classroom technique in enhancing high school students' prior knowledge of biology in an American school in Sharjah. The study employs a mixed design using diagnostic tests to assess students' prior knowledge of biology within the implementation of the flipped classroom technique. The sample consists of 60 high school students enrolled in the biology course, divided into an experimental group and a control group. The experimental group receives instruction through the flipped classroom technique, while the control group receives traditional classroom instruction. The results of the study suggest that the flipped classroom technique was effective in enhancing students' prior knowledge of biology compared to traditional classroom instruction. The study has implications for educators seeking to improve student learning outcomes in science education through innovative instructional approaches. The research showed that using the FL approach has a noteworthy impact on a student's advancement in particular areas of a subject. This effect could be extended to all subjects if the technique was well-utilized. (Author’s abstract)