Economic and Legal Education will be taught at the high school from the school year 2022-2023. The subject’s content is highly practical and specialized in the fields of Economic Education and Legal Education. The study investigates how to apply the flipped classroom model in teaching this subject. Key methods are class observation, analysis, synthesis and materials consulting. Based on these mentioned methods, the authors are going to clarify a few major issues of flipped classroom model, point out the necessity of applying the flipped classroom model in teaching the Legal Education and the detail process of applying this model at high school. After that, the authors design a specific plan in the topic Law and Life, 10th Grade Economic and Legal Education.
Flipped classroom is one of the models of high applicability. This model is applied at many levels, from high schools to vocational schools, colleges and universities. In this model, lectures and learning data are provided to learners before class time, thus giving learners more time to practice and apply. In addition, learners’ independent skills are also strengthened such as cooperation skill, communication skill, and critical thinking skill. Between 2000 and 2015, Aliye et. al had 62 researches on the topic of flipped classroom 1. Their researches show that the flipped classroom model creates an environment of flexible learning, lifelong learning, analytical thinking, and bring positive effects. In comparison to traditional classroom, learners’ participation in lectures in the flipped classroom model is more active.
A lot of authors have researches on flipped classroom with different approaches. The first trend is researches on applying the flipped classroom model in teaching students at university and college level. In these works, some authors focus on clarifying advantages of the flipped classroom model in online teaching environment 2, 3. Some others approach it by using the flipped classroom model to develop students’ competencies such as problem solving skill and creativity 4. The authors also indicate process of applying flipped classroom in teaching at universities for subjects such as Foreign Languages 3, Informatics 5, Math Methods 6, Political Theory 7. With the stance of upholding the central role of students who have matured in terms of psychophysiology, personality, and have high individuality, allowing learning efficiency of this model to be appreciated higher than that of traditional classroom and have wide applicability in different contexts and subjects.
The second trend which is researches using the flipped classroom model in teaching at high schools also attracts the attention of studies, especially in natural sciences such as Physics, Biology, Chemistry, Math. The authors Phan Duc Duy and Nguyen Van Nhat offered a combination of flipped teaching and online teaching (which shows the basis of combination and combined teaching process experimented with 50 twelfth grade students at Dang Huy Tru High School and proposes some notes when implementing 8). The group of authors Nguyen Lam Duc & Le Minh Thanh Chau researched the application of the flipped classroom model in organizing online teaching of Physics 9, and they introduced process of teaching Physics using the flipped classroom model at high schools and apply that process in teaching a specific lesson. The group of authors Phan Thi Tuyet and Phan Thi Thanh Hoi and the group of authors Phan Duc Duy and Nguyen Van Nhat both researched the application of the flipped classroom model in Biology, but in two different approaches, that is, applying the flipped classroom model in teaching subjects 10 and combining flipped teaching and online teaching 8. Some authors approached it by applying the flipped classroom model to develop self-study ability for students like Luong Quoc Thai 11 and Nguyen Thi Diem Hang 12. Notably, author Nguyen Thi Khuong in the article: “Applying the flipped classroom model in teaching Civic Education at high schools” 13 published in the Journal of Science and Technology indicated the rationality of applying the flipped classroom model in teaching Civic Education which is one of the Social Science subjects at high schools; showed design process with three stages (before, during and after class), and the author also gave an example in the “Concepts on Ethics” lesson, but this lesson is in the current 10th grade’s program. Therefore, it has not yet approached the general education program in 2018.
It can be seen that the above researches have contributed to demonstrating the nature of the flipped classroom model, especially advantages of applying the flipped classroom model to teaching subjects (face-to-face, online or combined learning) with a wide variety of subjects, from students to pupils. Researches also show that the application of the flipped classroom model is suitable with natural and social sciences (including Civic Education). However, the approach in direction of applying this model with topics in current program has not met the current program innovation process, or in other words, has not met the requirements of the 2018 general education program.
The article focuses on clarifying the flipped classroom model, detailed application process of the flipped classroom model in teaching Economics and Law Education (Law Education circuit). In addition, the article also provides suggestions on how to design a specific topic in direction of developing qualities and competencies according to given process.
Flipped classroom is a combined learning model 17. According to Marks (2015), “FC means events that traditionally took place inside classroom and now take place outside classroom and vice versa” 18. In FC model, learners will work with previous lectures by reading, summarizing documents, listening to lectures with supporting means such as video tapes, PowerPoint and online documents; lectures become homework that learners need to prepare before going to class. Class time will be used for discussion, problem solving, practice, and knowledge enhancement.
The form of the flipped classroom in comparison to the traditional classroom is illustrated as presented in Figure 1.
Characteristics of the FC model change the role of teachers and learners, in which teachers play the role of organizing and guiding learners to carry out self-study process; exchange and explain difficult problems that learners cannot solve by themselves. This model is developed on the scientific basis of the Bloom’s Taxonomy (2001). According to this, levels of “remembering and understanding” theories are activities that require low-level thinking, so students can learn and complete them at home by themselves; while higher cognitive stages such as applying, analyzing and creating based on existing knowledge should be done in class where there are teachers and friends to share and support. The flipped classroom model has many advantages in modern teaching. In particular, teachers will have many opportunities to focus on many students with different levels and abilities, especially those who need more support than other peers. Students can be also more active in learning process, determine their own learning speed, and review knowledge many times when they do not understand. In addition, interaction between teachers and students and between students and students will be higher; Class time is used more effectively. However, this model also has certain limitations related to construction of learning data and students’ access to learning data.
The flipped classroom model consists of a variety of forms: basic flipped classroom, discussion-focused flipped classroom, Faux flipped classroom, group flipped classroom, actual flipped classroom, flipped teachers’ roles.
Objective of the Law Education module is to “equip students with the provisions of law on citizens’ basic rights and obligations; to actively and voluntarily study and participate in labor and production in accordance with their own abilities; to have civic responsibility in implementing the Party’s lines and the State’s laws to contribute to the protection and building of the homeland; to respect rights and obligations of organizations and individuals as prescribed by law; to perceive and act in accordance with the right and be ready to fight to protect the right, against negative behaviors and phenomena in the society” 16. From there, it helps to form and develop students’ abilities such as ability to regulate behaviors, ability to learn and participate in economic and social activities. Applying the flipped classroom model can develop ability to apply and practice knowledge and skills, thereby helping students develop competencies effectively and sustainably.
The module of Law Education at high school level is highly practical with knowledge such as citizens’ rights and obligations (equal rights, democratic rights, fundamental freedoms, citizens’ economic rights and obligations, citizens’ cultural and social rights and obligations, knowledge of the political system, the law and the Constitution of the Socialist Republic of Vietnam). Such highly practical knowledge is very suitable for the flipped classroom model. Because students will promote the role of self-study and self-discovery in the stage of performing tasks at home. In class time, students have more opportunities and time to focus on solving legal situations based on their knowledge and skills in the previous stage, making knowledge and skills more flexible and deeper.
In addition, the development of science and technology makes it easier for them to actively access resources. Assigning tasks at home in the flipped classroom model helps to make use of advantages of information technology, and at the same time give them opportunities to develop skills in selecting and using information technology to create learning products.
The flipped classroom model helps develop students’ self-study ability (individually or in groups). This has been shown in several researches on this model. High school students are matured psychologically and cognitively, so activities that require self-discipline, proactivity, and sense of responsibility are very necessary for them to create ways to think and act to prepare for the stage of study and work in the future.
2.3. Process of Applying the Flipped Classroom Model in Teaching the Law Education Module of the Economics and Law Education Subject for High School StudentsThe Law Education module of the Economics and Law Education subject contributes to equipping students with legal knowledge related to citizens’ rights and obligations; Political and legal system. Students learn and become aware of their rights and obligations in all areas of social life, and at the same time understand position and role of law and structure of political system. From there, students can form specific competencies of the subject such as ability to regulate behaviors, ability to develop themselves, and ability to discover and participate in economic and social activities. Additionally, the knowledge of the Law Education module is highly practical, closely linked to students’ lives, so it facilitates the application of the flipped classroom model.
In order to apply this model in teaching the Law Education module of the Economics and Law Education subject in general, including 10th grade Economics and Law Education, teachers are required to take basic steps such as: Design plan of teaching lessons/topics; bring lectures to virtual classrooms; assign tasks to students and guide students to self-study; organize activities in class; carry out assessment and learn from experiences.
Step 1. Design plan of teaching lessons/topics
To apply the flipped classroom model in teaching the Law Education module of the Economics and Law Education subject, teachers are required to design a plan of teaching lessons/topics.
First, teachers need to determine lesson objectives. They need to find out objectives, requirements, and contents of lessons. On the basis of lesson objectives and contents, teachers can choose one or a combination of several appropriate flipped classroom models. They also need to look for learning resources, which can be some books, textbooks, documents, and resources on the Internet that are suitable for contents of lessons.
On the basis of existing learning resources, teachers need to design a process of learning lessons/topics which includes:
+ Design contents for self-study at home before each lesson, contents in class and contents for self-study at home after class. Learning activities help orient and support students to develop their ability to perceive legal knowledge.
+ Create learning cards, tasks, orientation questions to guide students to self-study new contents at home. The learning cards have contents and goals towards formation of basic knowledge at level of awareness and understanding.
+ Create problem situations and contents to be exchanged and discussed directly in class for students to generalize and apply basic knowledge learned at home.
+ Develop appropriate testing and evaluation tools: evaluation tools include questions, exercises at different thinking levels and questionnaires and checklists.
Step 2. Bring lectures to virtual classrooms
In this step, teachers need to build electronic lectures (if necessary). Teachers can prepare video lectures (using Google Meet or some other software); pictures/videos, etc.
Teachers choose appropriate contents and software and bring them to virtual classrooms. Virtual classrooms can be existing platforms of each school or can also use Google Class or Padlet to provide lectures and learning materials.
Step 3. Assign tasks to students and guiding students to self-study
Teachers need to clarify objectives, requirements, and contents of lessons; and require students to be self-disciplined and actively discover basic learning materials, images, and videos introduced by teachers, find out more if necessary, and perform specific tasks for each topic. Teachers can assign learning tasks individually or in groups.
Students are responsible for viewing lectures, videos, referring to knowledge in textbooks and materials required by teachers, viewing and completing assignments and learning cards, and then submitting them to website or to teachers at the beginning of class. Depending on teachers’ requirements, students can test and evaluate themselves on the software. If students have difficulties and problems, they can discuss online with teachers and other students. Teachers can also check students’ task completion through the website.
In this step, teachers should evaluate students’ products. On the basis of teachers’ comments and assessments, students complete assigned products.
Step 4. Teachers organize activities in class
In this step, teachers guide and organize for students to report their self-study results to check their understanding of lessons, and receive feedback and problems from students during self-study, thereby orienting them to solve problems according to contents of learning cards. Teachers and students exchange each other to make accurate conclusions about contents of topics.
Teachers can choose and organize activities such as discussion, institutionalization of knowledge, practice, doing assignments, etc. in accordance with lessons so that students have opportunity to perform highly cognitive tasks such as analysis, comparison, explanation to answer questions or expand lesson contents under guidance of teachers. From there, they can form specific abilities such as: ability to regulate behaviors; ability to develop themselves, ability to learn and participate in economic and social activities and general abilities.
Teachers organize for students to report and discuss; combine self-assessment, student peer assessment, and teacher’s assessment. In addition, teachers can also evaluate these contents through software. Assessment results help students have a basis to adjust their learning methods and teachers can change their teaching methods accordingly.
Step 5. Carry out assessment and learn from experiences
Teachers assess level of task completion based on lesson objectives and appropriateness and effectiveness of model application in lessons and make adjustments if necessary, then go back to step 1 with next content.
2.4. Design and Organize Teaching of the “Law and Life” Topic of the 10th Grade’s Economics and Law Education Subject Using the Flipped Classroom Model“Law and Life” is one of the three topics of the Law Education knowledge circuit in the 10th grade’s Economics and Law Education program. In which, requirement of knowledge circuit is to help learners identify concept, characteristics and role of law in social life; the legal system and legal documents of Vietnam; concepts and forms of law implementation; voluntarily comply with provisions of law; analyze and evaluate law implementation in a number of practical situations; criticize illegal acts. This is a topic whose content is very close to students’ lives, helping them understand and implement age-appropriate life rules.
According to the new 2018 Program, the Civic Education program is legal background for teaching the 10th grade’s Economics and Law Education. Book series are reference materials for teaching and learning process of teachers and students. Therefore, the “Law and Life” topic in different book series is arranged in different orders in the content circuit of Law Education, but there is one point in common which is that they all design this topic into three lessons with requirements to be satisfied in the subject’s program. In which, “Law implementation” is lesson number 3 of the “Law and Life” topic designed by textbooks. On that basis, students voluntarily implement forms of law implementation, analyze and evaluate law implementation by themselves and those around them. At the same time, they show a critical attitude to legal violations in life.
Based on objectives and knowledge of the “Law implementation” lesson, the author designs teaching method according to the flipped classroom model with the five-step process analyzed above in order to promote students’ positivity and proactivity under guidance of teachers. Within the scope of the article, the author chooses the content of lesson 21 “Law implementation” of the Kite Book Series as a reference for implementing the building of virtual classrooms.
Step 1. Design plan of teaching lessons/topics
Activity 1: Determine objectives of the “Law implementation” lesson
In terms of abilities:
- Ability to communicate and cooperate: Students are able to participate in teamwork activities, use language combined with images, information, legal situations to present their ideas about concepts and forms of law implementation.
- Ability to solve problems and creativity: Students are able to identify and clarify new and complex information and ideas from various sources. Students are able to analyze situations in learning and in life; detect and state problem situations in learning and in life.
- Ability to regulate behaviors: Students understand their responsibilities in complying with the laws of the State. Analyze and evaluate their attitudes and behaviors and those of others in implementation of laws. Agree and support attitudes, behaviors and actions which are in accordance with laws; criticize attitudes, behaviors, and practices which violate legal norms in fields of social life. From there, self-regulate and remind and help others to adjust their behaviors in implementation of age-appropriate legal provisions.
- Ability to learn and participate in socio-economic activities: Students are able to explain law implementation and law violation in daily life. Analyze, evaluate and handle legal phenomena, problems and situations in life. From there, select and propose solutions and participate in solving age-appropriate cases of law violations.
In terms of qualities:
- Responsibility: Actively participate in and encourage others to participate in law propaganda activities, assume responsibility to family, school and community in implementing laws; respect and comply with laws in life.
- Patriotism: Trust and strictly abide by provisions of laws.
Activity 2: Identify teaching devices and learning materials
- Teaching devices: Computer, projector, Internet, online teaching software Google meet and quizziz.
- Learning materials: pictures, videos about violation of law, video lectures related to the lesson.
- Evaluation tools: Learning cards to guide study at home, multiple-choice tests, checklists to evaluate students’ products on forms of law implementation.
Activity 3: Build the learning process
Design activities for students to learn at home:
Learning cards
Students watch video lectures on the website 10.vn (https://hoc10.vn/tu-sach/?block=3&grade= 13&subject=64) and read textbooks and perform the following tasks:
Task 1: Complete the following learning cards (ask students to complete them at home)
Learning card #1: Distinguish between legal and illegal acts in accordance with laws.
 |
Learning card #2:
 |
 |
Learning card #4: In your opinion, to implement the law in life, what should and shouldn’t citizens do?
 |
Design contents of classroom activities for students
Task 2: (ask students to complete during class time)
1. Watch the video at https://www.youtube.com/watch?v=HnLuedvOPZE and answer the questions:
- Identify students’ correct behaviors and violations of road traffic law.
- Consequences of violations of road traffic law.
- Causes of students’ violations of road traffic law.
- What is the meaning of students’ compliance with road traffic law?
2. Students create situations showing the forms of law implementation, which clearly indicate the subject, method of implementation, and expression.
3. Each group chooses 01 situation and develops a scenario for 01 form of law implementation as assigned by teacher and plays the role of handling the situation.
Design contents of learning activities after class time for students
Students complete tests at the following link: https://quizizz.com/join?gc=42850287
Design testing and evaluation tools
1. Checklist evaluates students’ teamwork process when writing a narration for video of students’ violation of traffic safety.
 |
2. Checklist evaluates students’ teamwork process of creating situations and playing role of solving situations.
 |
Step 2. Bring lectures to virtual classroom
Teacher will use the Padlet (https://padlet.com/hahuongthao90/ch-ph-p-lu-t-v-i-s-ng-b-i-3-th-c-hi-n-ph-p-lu-t-s9witfogf5i8yltv) to assign video lectures, links to exercises and tasks for students.
Step 3. Assign tasks to students and guide students to self-study
For teacher:
- Before going to the “Law Implementation” lesson, teacher will guide students to watch video lectures, read textbooks and complete task 1 with 4 learning cards on knowledge of the lesson at home, thereby helping students state concept and expression of law implementation, identify forms of law implementation.
- Teacher exchanges and comments about individual and teamwork products of students on the Padlet.
For students:
Students watch videos, read textbooks and complete learning cards and submit them to the Padlet site for teacher at the beginning of class. If students have problems, they can talk online with teacher and other students.
Here are specific guidelines for students learning at home:
 |
Step 4. Teacher organizes class activities
Activity 1: Getting started
Teacher organizes a game called “Quick to get award” on Powerpoint as follows:
Question 1: For individuals and organizations, what is the nature of law implementation?
A. Legal.
B. Illegal.
C. Contrary to law.
D. Suitable.
Question 2: When individuals and organizations are not allowed to do things prohibited by law, which form of law is it?
A. Use of law.
B. Enforcement of law.
C. Compliance with law.
D. Application of law.
Question 3: Law enforcement is that individuals and organizations perform their obligations and actively do what the law
A. stipulates that it should be done.
B. stipulates that it must be done.
C. allows to do.
D. does not prohibit.
Question 4: Which of the following is not a law implementation?
A. Company B regularly pays taxes late to the state budget.
B. Mr. T (18 years old) has done the military service.
C. Ms. H contributed to the draft Constitution of the State.
D. Mr. K is a market manager who has sanctioned Ms. P’s trading in fake goods.
Question 5: A borrowed a phone from Q but did not return it because the two sides had a conflict, even Q intended to sell that phone to someone else. In your opinion, Q’s behavior violates which of the following forms of law implementation?
A. Compliance with law.
B. Use of law.
C. Enforcement of law.
D. Application of law.
Teacher gives comments and connects these to the lesson.
Activity 2: Students and groups of students report their learning results at home
- Teacher invites some students/groups of students to share their results of learning cards done at home.
- Teacher asks questions and discusses with students about problems during doing tasks at home.
Activity 3: Practice
- Teacher divides students into 4-5 groups.
- Each group creates a situation that demonstrates a form of law implementation (teacher can ask for a specific form).
- Teacher invites one group to share its situation while other groups discuss and analyze legal situation given.
- Groups of students choose a situation and build a scenario for a form of law implementation as assigned by teacher and play the role of solving situation.
Activity 4: Application
Groups of students discuss each other to make and decorate their law implementation self-monitoring boards (at home, at school, in public places) and give directions to promote law implementation and remedy non-implementation of law).
 |
Flipped classroom is an appropriate model in teaching the Law Education module of the Economics and Law Education subject. Applying the flipped classroom model contributes to helping students have more time for practice which is helpful in developing practical skills, applying knowledge of law into real life for students. In order to effectively apply this model in teaching the Law Education module of the Economics and Law Education subject in general, including 10th grade’s Economics and Law Education, teachers need to prepare carefully for plan of teaching lessons/topics and choose appropriate virtual classroom form to give lectures. In addition, teachers also need to focus on assigning tasks to students and guiding them to self-study. Students also need to be proactive, self-disciplined, and actively complete tasks of self-study, self-discovery and exchange and discussion tasks in traditional classrooms.
The authors would like to thank Vietnam Ministry of Education and Training for financial support under Project Code B2021-SPH-03.
| [1] | Aiye K.I, Nadia J.C & Charles T.J., 2017, A systematic review of research on the flipped learning method in engineering education, British Journal of Educational Technology. | ||
| In article | |||
| [2] | Do Tung, Hoang Cong Kien, 2020, Applying the flipped classroom model to online teaching at Hung Vuong University, Journal of Science and Technology, Hung Vuong University, 19(2), 37-45. | ||
| In article | |||
| [3] | Pham Thu Trang, Pham Viet Ngoc, 2022, Applying the flipped classroom model to online teaching for students of foreign language schools - Thai Nguyen University, Vietnam Journal of Education, issue 6, 47-52. | ||
| In article | |||
| [4] | Nguyen Ngoc Tuan, Bui Thi Hanh, Tran Trung Ninh, 2020, Teaching general chemistry according to the “Flipped Classroom” model to develop problem-solving skills and creativity for students of Technical Universities, Vietnam Journal of Education, issue 488 (2nd Term - October 2020), 18-23. | ||
| In article | |||
| [5] | Vo Thi Thien Nga, 2019, Project teaching process according to the “Flipped Classroom” model for students of the Faculty of Informatics Pedagogy, Pham Van Dong University, Vietnam Journal of Education, 451, 24-27. | ||
| In article | |||
| [6] | Johnston, B. M., 2017, Implementing a flipped classroom approach in a university numerical methods mathematics course, International Journal of Mathematical Education in Science and Technology, 48(4), 485-498. | ||
| In article | View Article | ||
| [7] | Tieu Thi My Hong, 2021, Using the “Flipped Classroom” model in teaching political theory subjects to university students in Vietnam today, Vietnam Journal of Education, 494(2), 44-48. | ||
| In article | |||
| [8] | Phan Duc Duy, Nguyen Van Nhat, 2018, Combination of flipped teaching and online teaching in the ecology module of the Biology 12. Vietnam Journal of Education, issue 435 (1st Term -8/2018), 44-48. | ||
| In article | |||
| [9] | Nguyen Lam Duc & Le Minh Thanh Chau, 2020, Organizing online classes in Physics according to the flipped classroom model at high schools, Vietnam Journal of Education, Special issue of 1st term, May, 138-142. | ||
| In article | |||
| [10] | Phan Thi Tuyet and Phan Thi Thanh Hoi (2021). Applying the flipped classroom model in teaching the Evolution module of Biology 12., HNUE Journal of Science, Hanoi National University of Education, 66(4G), 181-191. | ||
| In article | View Article | ||
| [11] | Luong Quoc Thai, 2022, Teaching stem educational topic “Making fruit soda” (Chemistry 11) according to the flipped classroom model to develop self-study ability for students, Vietnam Journal of Education, issue 5, 31-36. | ||
| In article | |||
| [12] | Nguyen Thi Diem Hang, 2022, Applying the flipped classroom model to organize teaching the “Drawing Molecular Structure” content (Special topic in chemistry 10) to develop students’ self-study ability, Vietnam Journal of Education, issue 22, 7-13. | ||
| In article | |||
| [13] | Nguyen Thi Khuong, 2018, Applying the flipped classroom model in teaching the Civic Education subject at high schools. Journal of Science and Technology, Thai Nguyen University, issue 3, 109-113. | ||
| In article | |||
| [14] | Nguyen Thi Phuong Lien, Luu Thanh Tuan, 2020, Applying the “flipped classroom” model in teaching Organic Chemistry (Chemistry 9) to develop self-study ability for students, Education Journal, 479, 13-17. | ||
| In article | |||
| [15] | Vietnam Ministry of Education and Training (2018a). General Education Program - Master Program (issued together with Circular No. 32/2018/TT-BGDĐT dated December 26, 2018 of the Minister of Education and Training). | ||
| In article | |||
| [16] | Vietnam Ministry of Education and Training (2018b). General Education Program of Civic Education (issued together with Circular No. 32/2018/TT-BGDDT dated December 26, 2018 of the Minister of Education and Training). | ||
| In article | |||
| [17] | Bishop, J. L., & Verleger, M. A., 2013, The flipped classroom: A survey of the research. ASEE national conference proceedings, Atlanta, GA, 30(9), 1-18. | ||
| In article | |||
| [18] | Marks, D., 2015, Flipping The Classroom: Turning An Instructional Methods Course Upside Down. Journal of College Teaching and Learning, 12(4), 241-248. | ||
| In article | View Article | ||
Published with license by Science and Education Publishing, Copyright © 2023 Pham Viet Thang, Nguyen Thi Thanh Tung, Hoang Thi Thuan and Luu Thi Thu Ha
This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit
https://creativecommons.org/licenses/by/4.0/
| [1] | Aiye K.I, Nadia J.C & Charles T.J., 2017, A systematic review of research on the flipped learning method in engineering education, British Journal of Educational Technology. | ||
| In article | |||
| [2] | Do Tung, Hoang Cong Kien, 2020, Applying the flipped classroom model to online teaching at Hung Vuong University, Journal of Science and Technology, Hung Vuong University, 19(2), 37-45. | ||
| In article | |||
| [3] | Pham Thu Trang, Pham Viet Ngoc, 2022, Applying the flipped classroom model to online teaching for students of foreign language schools - Thai Nguyen University, Vietnam Journal of Education, issue 6, 47-52. | ||
| In article | |||
| [4] | Nguyen Ngoc Tuan, Bui Thi Hanh, Tran Trung Ninh, 2020, Teaching general chemistry according to the “Flipped Classroom” model to develop problem-solving skills and creativity for students of Technical Universities, Vietnam Journal of Education, issue 488 (2nd Term - October 2020), 18-23. | ||
| In article | |||
| [5] | Vo Thi Thien Nga, 2019, Project teaching process according to the “Flipped Classroom” model for students of the Faculty of Informatics Pedagogy, Pham Van Dong University, Vietnam Journal of Education, 451, 24-27. | ||
| In article | |||
| [6] | Johnston, B. M., 2017, Implementing a flipped classroom approach in a university numerical methods mathematics course, International Journal of Mathematical Education in Science and Technology, 48(4), 485-498. | ||
| In article | View Article | ||
| [7] | Tieu Thi My Hong, 2021, Using the “Flipped Classroom” model in teaching political theory subjects to university students in Vietnam today, Vietnam Journal of Education, 494(2), 44-48. | ||
| In article | |||
| [8] | Phan Duc Duy, Nguyen Van Nhat, 2018, Combination of flipped teaching and online teaching in the ecology module of the Biology 12. Vietnam Journal of Education, issue 435 (1st Term -8/2018), 44-48. | ||
| In article | |||
| [9] | Nguyen Lam Duc & Le Minh Thanh Chau, 2020, Organizing online classes in Physics according to the flipped classroom model at high schools, Vietnam Journal of Education, Special issue of 1st term, May, 138-142. | ||
| In article | |||
| [10] | Phan Thi Tuyet and Phan Thi Thanh Hoi (2021). Applying the flipped classroom model in teaching the Evolution module of Biology 12., HNUE Journal of Science, Hanoi National University of Education, 66(4G), 181-191. | ||
| In article | View Article | ||
| [11] | Luong Quoc Thai, 2022, Teaching stem educational topic “Making fruit soda” (Chemistry 11) according to the flipped classroom model to develop self-study ability for students, Vietnam Journal of Education, issue 5, 31-36. | ||
| In article | |||
| [12] | Nguyen Thi Diem Hang, 2022, Applying the flipped classroom model to organize teaching the “Drawing Molecular Structure” content (Special topic in chemistry 10) to develop students’ self-study ability, Vietnam Journal of Education, issue 22, 7-13. | ||
| In article | |||
| [13] | Nguyen Thi Khuong, 2018, Applying the flipped classroom model in teaching the Civic Education subject at high schools. Journal of Science and Technology, Thai Nguyen University, issue 3, 109-113. | ||
| In article | |||
| [14] | Nguyen Thi Phuong Lien, Luu Thanh Tuan, 2020, Applying the “flipped classroom” model in teaching Organic Chemistry (Chemistry 9) to develop self-study ability for students, Education Journal, 479, 13-17. | ||
| In article | |||
| [15] | Vietnam Ministry of Education and Training (2018a). General Education Program - Master Program (issued together with Circular No. 32/2018/TT-BGDĐT dated December 26, 2018 of the Minister of Education and Training). | ||
| In article | |||
| [16] | Vietnam Ministry of Education and Training (2018b). General Education Program of Civic Education (issued together with Circular No. 32/2018/TT-BGDDT dated December 26, 2018 of the Minister of Education and Training). | ||
| In article | |||
| [17] | Bishop, J. L., & Verleger, M. A., 2013, The flipped classroom: A survey of the research. ASEE national conference proceedings, Atlanta, GA, 30(9), 1-18. | ||
| In article | |||
| [18] | Marks, D., 2015, Flipping The Classroom: Turning An Instructional Methods Course Upside Down. Journal of College Teaching and Learning, 12(4), 241-248. | ||
| In article | View Article | ||
