Exploring Teachers and Students Experiences of Flipped Teaching in the History Course (A Study with a Phenomenological Approach)

Subject Areas : Research in Curriculum Planning

Fathollah koushki ¹ , hamid mortazavi ^{2 *}

1 - Department of Educational Sciences, Farhangian University, Tehran, Iran.
2 - Department of Educational Management, Farhangian University, P. O. Box 14665-889, Tehran., Iran

Received: 2025-01-18 Accepted : 2025-11-25 Published : 2025-12-21

Keywords: Flipped Classroom, Phenomenology, History Education, Teachers, Students,

Abstract :

The present study aimed to explore the experiences of teachers and students regarding the use of the flipped classroom approach in history education. Employing a phenomenological research design, the study investigated all high school history teachers and students in Kuhdasht city during the 2024–2025 academic year who implemented this approach. Using purposeful sampling, 15 teachers and 15 students were selected, and data were collected through semi-structured interviews. Content and convergence validity methods were used to assess the validity of the interview questions, while internal and inter-rater reliability were ensured through repeated review and coding of the interviews by the researcher and other analysts. Data were analyzed using thematic analysis. The findings, derived from the lived experiences of teachers and students, revealed several themes reflecting their understanding of the flipped classroom. From the teachers’ perspective, the main themes included dynamic and motivational learning, interactive and responsible learning, deep and purposeful learning, and self-directed and critical learning. From the students’ perspective, themes encompassed prior preparation for active and deep learning, interactive and collaborative learning, analytical and research-oriented thinking, effective communication and exchange of ideas, and active, responsible, and meaningful learning. Overall, the results indicated that the flipped classroom approach in history education promotes active learning, constructive interaction, critical thinking, and a deeper understanding of historical concepts among both teachers and students.

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