Revolutionizing Science Education: A bibliometric exploration of the flipped classroom model
DOI:
https://doi.org/10.21834/e-bpj.v10iSI32.7054Keywords:
flipped classroom, science education, technology, engagementAbstract
The flipped classroom model has emerged as a revolutionary pedagogical technique in science education. To map the research landscape, this study uses VOSviewer and Scopus Analyser to perform a bibliometric analysis of 798 publications from the Scopus database. Key study areas include learning outcomes, technology integration, as well student engagement, specifically in higher education. The findings show a notable increase in interest and publications over the last ten years. This study emphasises how scientific education is being reshaped by the flipped classroom and urges more empirical research to address underexplored areas and expand its applications.
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