Pédagogie de la classe inversée dans la pratique enseignante peut être une pratique efficace pour la motivation et l’encouragement des apprenants à apprendre et à la créativité

MABROUK MEDI

Abstract

This article is part of the field of university teaching/learning of didactics (as an example) to students in the 1st year education and teaching section in Tunisia, of which the models proposed by didactic research are numerous. We have chosen the inverted classroom model, the contribution of which consists in the fact that it opens the door to creativity during all teaching practices. Thus, and starting from this last idea, we began an experiment with a sample of five groups of 30 students. This study consisted of comparing the learners' acquisition performance during a session using the flipped classroom model and their performance during a session using the usual classroom model. But what is flipped teaching? How is it practiced in class? And how can it help us make our students more creative? The objective of our work aims, on the one hand, to describe the nature and functioning of this new educational approach based on a comparative study of teaching – learning with the educational approaches usually used in class. And on the other hand, through an initial qualitative approach, to examine the real impact on student learning.

Keywords

Teaching practice, creativity, didactics, the flipped classroom, educational approach

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References

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DOI: https://doi.org/10.26220/mje.4997

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