Abstract
More and more educators are adopting the flipped classroom approach (FC) in their teaching, which entails using video-based learning outside of the classroom and interactive group learning activities inside. The aim of this review is to offer a summary of research on the use of flipped classrooms in physics education. A comprehensive analysis of 30 journal publications focusing on flipped classrooms in physics education was conducted. The analysis delved into flipped learning activities and psychological constructs utilized in these studies. Results indicate that compared to traditional classroom approaches, implementing FC in physics education has a positive impact on student outcomes.
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