«Fliped classroom» as a form of preparing students for the basic state exam in chemistry

this study is devoted to the study of the effectiveness of the "Flipped Classroom" blended learning model in preparing ninth-grade students for the Basic State Exam in Chemistry. The purpose of the work was to create and test a face-to-face and distance elective course based on the principles of innovative educational technology. The study used an integrated approach, including a theoretical analysis of scientific literature, a pedagogical experiment with ascertaining, formative and control stages. The methodological basis was formed by the principles of system analysis and the comparative-historical method. To assess the effectiveness, diagnostic testing methods, student questionnaires and statistical data processing using the McNamara criterion were used. As part of the study, an elective course lasting 34 hours was developed and a specialized Internet resource with theoretical materials was created. The testing was conducted at the secondary comprehensive school of the city of Pskov with the participation of ninth-grade students. The results showed a significant improvement in educational results when using the "Flipped Classroom" technology compared to traditional teaching methods. The number of high marks doubled, and the percentage of successful assimilation of the material was eighty percent versus sixty percent with the traditional approach. The practical significance of the study lies in the possibility of replicating the developed educational model in the system of preparation for the state final certification in chemistry.

flipped classroom, blended learning, basic state exam, chemistry, elective course, educational technologies, preparation for the BSE, innovative teaching methods