Peer Reviewed Journal via three different mandatory reviewing processes, since 2006, and, from September 2020, a fourth mandatory peer-editing has been added.
This study shares the findings of a school-based Action
Research project to explore how inquiry-based science practical
lessons designed using the Flipped Science Inquiry@CGS
classroom pedagogical model influence the way students learn
scientific knowledge and also students’ development of 21st
century competencies, in particular, in the area of Knowledge
Construction.
Taking on a broader definition of the flipped classroom
pedagogical model, the Flipped Science Inquiry@CGS
framework adopts a structure that inverted the traditional
science learning experience. Scientific knowledge is constructed
through discussions with their peers, making use of their prior
knowledge and their experiences while engaging in hands-on
activities.
Through the study, it is found that with the use of the Flipped
Science Inquiry@CGS framework, learning experiences that are
better aligned to the epistemology of science while developing
21st century competencies in students are created.
