Implementing the 5E inquiry model in an online platform of a flipped classroom environment
Résumé
In light of COVID-19 outbreak and the subsequent closures of educational institutions, the need for online environments has significantly increased. This study sheds light on the online component of a mathematics flipped classroom (FC) and aims to investigate if, and to what extent, it can effectively utilize inquiry-based learning (IBL). Based on the 5E inquiry model, the study focuses on an advanced mathematics course for high-school students taught in an FC environment. Analysis of seven filmed lectures on the subject of complex numbers was conducted using a validated 5E inquiry model scoring instrument. Results indicate promising findings for a wisely planned virtual platform that answers the 5E model requirements and may successfully demonstrate an IBL-supported environment.
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