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Henderson, C., Heller, K., Heller, P., Kuo, V. H., & Yerushalmi, E. (2002). Students Learning Problem Solving in Introductory Physics—Forming an Initial Hypothesis of Instructors’ Beliefs. In Physics Education Research Conference 2002.
https://doi.org/10.1119/perc.2002.pr.005

has been cited by the following article:

• TITLE: Effectiveness of Flipped Learning Model (FLM) for Grade 11 Physics Classroom

  AUTHORS: Antoine Azzam

  KEYWORDS: Flipped Learning Model, Problem Solving Skills

  JOURNAL NAME: Open Journal of Social Sciences, Vol.12 No.9, September 24, 2024

  ABSTRACT: This action research investigates the impact of the flipped classroom model (FLM) on grade 11 students’ problem-solving competency in a physics classroom in a francophone school in Beirut during the winter of 2017. After interviewing the physics teacher and the school principal the issue of weakness in problem solving skill has been identified in one of grade 11 classrooms. As a second step, a flipped learning classroom has been designed and implemented as a remedy. Without comparing to a control group, the data has been collected using a pretest and posttest on the same classroom. After two weeks of intervention, results revealed an improvement in students’ problem solving at all cognitive levels. Wilcoxon rank sum test was used to check for significance difference between pretest and posttest. This nonparametric test was used because of the small sample size of population. However, despite the promising findings, such interpretation should be interpreted with caution and not generalized because of limitations such as time constraints and the small-scale of intervention. For further engagement in the FLM, it is recommended to integrate gamification strategies.