Abstract
ABSTRACT This article is part of a wider research effort, the object of which is to examine the implementation of the Fliperentiation approach in the context of teaching Geography to primary school students. This paper focuses on exploring the experiences of students and their parents regarding the new approach which combines the flipped classroom model with the approach of differentiated instruction. Interactive videos and educational games were created and delivered by the teacher-researcher using the free digital educational platform ‘e-me’. The educational action research was conducted in Greece. Semi-structured interviews were used to investigate the perceptions of 18 students and their parents, while the thematic inductive technique was used to analyse data. Results indicated that Fliperentiation had a particularly positive acceptance by both students and parents. Fliperentiation turned the learning in a more energetic process, developed students’ interaction, engaged them in active learning and contributed to a more autonomous learning.
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