The Effectiveness of Flipped Classroom in Teaching Optics for Understanding Vision Problems

Abstract

This study investigates the effectiveness of the flipped classroom methodology in teaching optics, with a specific focus on understanding vision problems, such as myopia, hyperopia and presbyopia, among high school students. Using a qualitative approach, combining class observations, student interviews and academic performance analyses, the research reveals that the flipped classroom promotes more active and collaborative learning. Students, after prior preparation with online resources, participate in practical activities and group discussions during face-to-face classes, which facilitate a deeper understanding of optical concepts. The results indicate significant improvements in academic performance and student engagement, highlighting the benefits of the methodology. However, challenges such as students' initial adaptation to autonomous learning and the need for additional support are highlighted. The research concludes that the flipped classroom is an effective approach that can be expanded to other areas of science teaching, as long as adaptive strategies are implemented to overcome initial difficulties.