Abstract
Since its introduction in 2006, the flipped classroom model has notably impacted grade 12 science education in South Africa, offering a shift from traditional teaching methods. This phenomenological qualitative study examines the challenges and opportunities of the flipped classroom model in crisis-prone educational settings through semi-structured interviews with 10 grade 12 physical science educators. The findings reveal the model’s potential to enhance student engagement and foster innovative teaching practices but also highlight significant obstacles such as limited technology access, inadequate training, and socio-economic disparities affecting student participation. Technological barriers, including file size limitations and insufficient digital infrastructure, further hinder effective implementation. The study underscores the need for continuous professional development and robust support systems, advocating for a balanced approach that combines technological and non-technological resources. It emphasises the transformative potential of the flipped classroom model and calls for targeted interventions to address these challenges, aiming to improve educational practices and outcomes in diverse and challenging environments.
Published Version
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