Abstract :

The integration of the flipped classroom model into education has led to significant changes in both teaching and learning activities in various ways. Studies have shown that the most frequently reported advantage of the flipped classroom is the improvement of student learning performance, resulting in numerous positive educational outcomes. Recognizing the benefits that the flipped classroom model brings to education, this paper presents a teaching process that applies the flipped classroom model in Science education, aimed at developing self-learning abilities for elementary school students. This model alters the traditional teaching sequence by shifting the knowledge acquisition phase to self-study at home, while classroom sessions focus on practical activities and interaction. The research developed a specific 5-step process to effectively implement the flipped classroom model in the topic “Human and Health” within the Grade 4 Science curriculum. The results indicate that applying this model not only helps students acquire knowledge effectively but also fosters self-learning capacity, self-management skills, and a sense of responsibility in learning.

---

Keywords :

Flipped classroom, Primary School Students, Science subject, self-learning capacity, Teaching Science.

---

References :

1. Ministry of Education and Training of Vietnam (2022), Science 4, Connecting Knowledge and Life, Vietnam Education Publishing House.
2. Nguyen Minh Giam (2024), Competency-Oriented Teaching to Develop Self-Learning Ability in Chemistry with the Support of Artificial Intelligence Technology, Doctoral Dissertation, Hanoi University of Science and Technology.
3. Loizou, M., & Lee, K. (2020). A flipped classroom model for inquiry-based learning in primary education context. Research in Learning Technology, 28, 1-14.
4. Nguyen Canh Toan (1999). Discussion on self-learning experiences. Education Publishing House, Hanoi.
5. Abeysekera, Dawson (2015), Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. Higher Education Research & development, 34 (1), 1-14. doi: 10.1080/07294360.2014.934336.
6. Foldnes, N. (2016). The flipped classroom and cooperative learning: Evidence from a randomised experiment. Active learning in higher education, 17(1), 39-49.
7. Zainuddin, Z., & Halili, S. H. (2016). Flipped classroom research and trends from different fields of study. International review of research in open and distributed learning, 17(3), 313-340.
8. Barbara W.E.& Anderson V.J.(1998). Effective grading: A tool for learning  and assessment. San Francisco: Jossey-Bass.
9. Cruchetxki, V. A., (1977), Psychology of Learning, NXB Nauka, Moscow
10. Lage, G.J. Platt, and M.Treglia (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Econmic Education, 31(1):30-43