Mapping the First Twenty Years of the Flipped Classroom Model in Primary School Education: A Systematic Review

This systematic review of flipped classrooms examined the trends, purposes, results, and recommendations of relevant research conducted in primary schools. This study evaluated 20 articles that met the eligibility criteria obtained from publications in the Web of Science, ERIC, Scopus, Science Direct, ProQuest Dissertations & Theses Global, TR Index, and Turkey Council of Higher Education Thesis Center databases between 2000 and 2020. The results revealed that the first study on this subject was published in 2014, and although most of the studies were carried out in the fourth grade, no studies were found with first-grade students. The studies were mostly conducted in the fields of language and mathematics education. The results also revealed that videos prepared by the researcher-teacher were mostly used as digital learning materials, and that content sharing was predominantly used in online environments. The most frequently examined purpose in the studies was academic achievement, followed by students' and parents' opinions. In these studies, the use of flipped classrooms positively affected the academic achievement of primary school students. Furthermore, offering fun learning and increasing student-student interaction were the common positive results. The most common negative results were that students needed parental support in extracurricular processes, that preparing and finding digital learning materials was a workload for teachers, and that parents had various concerns. The prominent suggestions made in these studies were long-term studies, parents' education, and cooperation with parents.