An Analysis of the Perceptions and Difficulties Experienced by Science Teachers in Flipped Learning

거꾸로 수업(Flipped Learning)에서 과학 교사들이 겪는 인식과 어려움 분석

  • Received : 2016.01.25
  • Accepted : 2016.02.25
  • Published : 2016.02.29


This study analyzed perceptions and difficulties in applying Flipped Learning with an interview method grounded on understanding and experience of Flipped Learning in science class. The interviewees selected were six teachers working in Seoul and Gyeonggi Province. Three teachers having over two years of experience in operating Flipped Learning in science were selected, one each from elementary, middle, and high school and another three teachers who had just started to operate Flipped Learning this year were chosen, one each from elementary, middle, and high school. According to the result of a 3-step interview conducted with the participating teachers, they indicated very high satisfaction with the implementation of Flipped Learning in elementary, middle, and high school science classes. They responded that Flipped Learning was particularly more helpful for inquiry activity. The teachers, however, felt burdened by the class preparation and had difficulty in organizing the class. To explore ways to get rid of the difficulties in Flipped Learning, this author discussed the textbook system where one could draw various implications for improving the current class.


flipped learning;flipped class;perception;difficulty;science class;science teacher


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  2. Flipped classroom as an alternative future class model?: implications of South Korea’s social experiment vol.66, pp.3, 2018,


Supported by : 한국과학창의재단