Design and evaluation of an optimal model for secondary school chemistry education based on a virtual flipped approach

Articles in Press

Document Type : Original research

Authors

1 Department of Educational Sciences, Payame Noor University(PNU), Tehran, Iran

2 PhD student, Department of Educational Sciences, Payame Noor University(PNU), Tehran, Iran

10.48310/chemedu.2025.20587.1363

Abstract

Background and Objectives: The flipped learning model is introduced by combining virtual space and advanced technology facilities along with face-to-face learning as one of the effective methods for sustainable learning of chemistry. The operational goal in the chemistry class is to learn the concepts and rules of chemistry, analyze these concepts and their application in life, cultivate thinking, creativity, and a spirit of research, which can be realized in the virtual flipped model. Methods: This research is applied in terms of purpose and has an exploratory nature. In terms of implementation method, it is considered qualitative. First, using documentary studies and reputable articles, dimensions, indicators, and components were extracted by analyzing the content of the research literature. The statistical population of the study included 250 chemistry teachers in West Azerbaijan Province, of whom 155 were selected as a sample using simple random sampling. A researcher-made questionnaire instrument based on a 5-point Likert scale was used among the statistical sample, and the data were prioritized and validated. Smart PLS software was used to test the conceptual model of the research. Findings: The present model consisted of 10 dimensions, 42 components, and 89 indicators. The dimensions of the model included goals, support and organization, instructional design, instructor, learner, teaching strategies, technology, learning content, educational psychology, and evaluation. By examining the research hypotheses and overall model fit, Cronbach's alpha for all factors was above 0.7 and factor loadings were much higher than 0.3. The composite reliability was also above 0.7, indicating good internal consistency reliability of the model. The correlation coefficient of all variables was positive and significant. Conclusion: Improving learning in modern chemistry education in the education system depends on applying a systematic model to create appropriate and effective coordination and communication between the elements and components of virtual flipped education.

Keywords

Research in Chemistry Education

Articles in Press, Accepted Manuscript
Available Online from 08 December 2025

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