Bruk av omvendt undervisning i naturfag på ungdomstrinnet
Using Flipped Classroom in middle school science
In this study, we investigated how Flipped Classroom with Just-in-Time Teaching and Peer Instruction
could be implemented in middle school science. The study was carried out over four weeks in two year 8
classes (N = 60) with one teacher. Data collection comprised student completion of pre-work, responses to
in-class Peer Instruction questions, and teacher interviews before, during and after the intervention. The
results show that Flipped Classroom worked quite similarly in middle school as in higher education. Prereading made the students better prepared for and engaged in class activities, and they particularly liked
the instant feedback of Peer Instruction questions. The teacher experienced increased joy in planning and
teaching her classes, and the time spent for planning did not increase significantly.
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