Iskustva učitelja u primeni hibridnog modela izokrenuta učionica u nastavi prirode i društva tokom pandemije

Abstract

With the appearance of the Sars-Cov2 virus pandemic, all schools in Serbia, as well as in almost all parts of the world, applied a combination of online and direct teaching ‒ hybrid teaching. Flipped classroom is the most famous model of hybrid teaching, which implies “reversal” of the classic way of working in the classroom and at home. Students learn new teaching contents at home, with the help of multimedia contents, and at school the material is determined and applied through active teaching ‒ discussion, research activities, problem solving, experiments, projects, etc. The aim of the research is to examine the attitudes and experiences of teachers working in primary schools on the application and didactic-methodological specifics of the flipped classroom teaching model. The results show that teachers are familiar with the concept of flipped classroom and very successfully determine the key elements related to its didactic and methodological specifics. The largest number of respondents points out the following key elements of flipped classroom: swiching schoolwork for homework, emphasizing the individualization of teaching, problem solving, interactivity in teaching, active participation of students, etc., which are actually the most important features and advantages of this innovative model. Most teachers have a positive attitude towards the flipped classroom model and its application in teaching science during a pandemic. It is assumed that it is worth investing additional efforts in the implementation of this model of work in teaching practice, because a positive attitude of teachers towards a novelty is a necessary, certainly not sufficient, condition for innovating the teaching process. Additional support and training of teachers, as well as a database with examples of good practice for the application of flipped classroom, would certainly contribute to intensifying the application of this model in schools, both in teaching science and other subjects, especially during the pandemic, which contributed to a more frequent use of hybrid teaching.