Flipped Learning - A Novel Classroom Model to Teach Undergraduate Physics Students

Abstract Teaching a complex abstract subject like physics becomes strenuous for an undergraduate teacher since these students lack the basic core concepts which are fundamental to understand and absorb physics. Hence adopting an innovative pedagogical model becomes imperative. By introducing a teaching learning model, which consists of interactive collaborative tools, through which such students are made to familiarize with real world relatable concepts of physics and also involve active learning through hands-on training kits, performing experiments using visual aids, assignments, simulations etc., can prove to be beneficial for these students and can serve as a vital component for teachers to teach undergraduate physics syllabus. A type of inverted classroom known as the “flipped model” involves active participation from both the teacher and the students. To better meet the needs of undergraduate physics students, we have made minor adjustments to our flipped classroom approach. In this study, we address how the flipped approach has been included into the course module to instruct undergraduate students in physics. This model’s qualitative effectiveness in the Indian setting has been demonstrated. Keywords: Flipped Model, Undergraduate Physics, Hands-on visual aid