Flipped classroom in physics teacher education: (how) can students' expectations be met?

Bitzenbauer P, Hennig F (2023)

Publication Language: English

Publication Type: Journal article

Publication year: 2023

Journal

Frontiers in Education Frontiers Media S.A.

Book Volume: 8

Article Number: 1194963

DOI: 10.3389/feduc.2023.1194963

Open Access Link: https://doi.org/10.3389/feduc.2023.1194963

Abstract

In this paper, we describe the development of a flipped classroom concept for physics teacher education along (a) design criteria from the literature, and (b) students' needs and expectations extracted from an exploratory pre-study (N = 21). We implemented it in a physics education course at Leipzig University, Germany, and report results of its empirical evaluation (N = 29). Our results hint at both, strengths and weaknesses of the developed flipped classroom concept, and hence, pave the way for further research into the use of flipped classroom scenarios in physics teacher education.

Authors with CRIS profile

Philipp Bitzenbauer Department Physik

Additional Organisation(s)

FAU Profilzentrum Licht.Materie.Quantentechnologien (FAU LMQ)

Involved external institutions

Universität Leipzig DE Germany (DE)

How to cite

APA:

Bitzenbauer, P., & Hennig, F. (2023). Flipped classroom in physics teacher education: (how) can students' expectations be met? Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1194963

MLA:

Bitzenbauer, Philipp, and Fabian Hennig. "Flipped classroom in physics teacher education: (how) can students' expectations be met?" Frontiers in Education 8 (2023).

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