Best practices
Abstract
In the traditional teacher-centered model, the teacher is the primary source of information, by contrast, the Flipped Learning model shifts instruction to a learner-centered approach. As a result, students are actively involved in their learning. This work presents the application of the flipping model to the Physics course in a classroom of a Liceo Scientifico in Rome. The results will be evaluated in terms of both students’ performance and perspectives regarding the flipped classroom model.