PROCESS OF ORGANIZING INQUIRY-BASED LEARNING  COMBINED WITH FLIPPED CLASSROOM MODEL  TO DEVELOP STUDENTS' PHYSICS COMPETENCE

Trần Thị Hương Xuân; Nguyễn Bảo Hoàng Thanh; Nguyễn Thị Nhị

doi:10.34238/tnu-jst.9222

PROCESS OF ORGANIZING INQUIRY-BASED LEARNING COMBINED WITH FLIPPED CLASSROOM MODEL TO DEVELOP STUDENTS' PHYSICS COMPETENCE

About this article

Received: 14/11/23 Revised: 18/01/24 Published: 18/01/24

Authors

1. Tran Thi Huong Xuan , The University of DaNang – University of Science and Education
2. Nguyen Bao Hoang Thanh, The University of DaNang – University of Science and Education
3. Nguyen Thi Nhi, Vinh University

Abstract

In the context of teaching oriented to develop the qualities and competencies of students, teachers act as guides and organize activities for students in an interactive learning environment; create conditions for students to actively participate in the knowledge creation process. Inquiry-based learning is a teaching method built on constructivist theory that allows students to participate in the learning process through solving learning tasks related to real-life and personal experience. The flipped classroom model helps teachers organize a variety of knowledge discovery activities in a variety of learning environments, thereby monitoring the development of students' competencies during the learning process. Based on theoretical analysis of the organization of inquiry-based learing teaching and the flipped classroom model, the article proposes the process of organizing inquiry-based learing combines with the flipped classroom model to develop students' Physics competence. The results of applying the proposed process in teaching the lesson "Newton's First Law" show that the manifestations of physics competence are developed during the process of students learning according to the flipped classroom model combined with inquiry-based learning.

Keywords

Physics competence; Inquiry-based learning; Flipped classroom model; Teaching process; Competence-oriented teaching and learning

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DOI: https://doi.org/10.34238/tnu-jst.9222

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