The Use of Constructivism Flipped Classroom to Promote Analytical Thinking in the Technology Course

Abstract

The flipped classroom has recently been a popular learning approach., In the Thai context, it was found that most of the flipped classroom use was to passively assign students to study content outside of school hours, preventing students from developing advanced thinking skills. Therefore, this research aims to use constructivism to design a flipped classroom and examine the students’ analytical thinking results to compare the analytical thinking of the learners in the experimental and control groups by performing a quasi-equivalent control group (design). The participants were divided into a control group receiving (learning in a traditional flipped classroom, and an) experiment group participating in the constructivism flipped classroom. Both groups were 11th grade students. The research found that the experimental group had higher analytical thinking scores than the control group.