Flipped Classroom Combined with Drama in Education: A Case Study in a Greek Primary School
Orcid-Profil08. März 2025
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Artikel-Kategorie: Research Article
Online veröffentlicht: 08. März 2025
Seitenbereich: 64 - 78
DOI: https://doi.org/10.2478/eurodl-2025-0005
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© 2025 Maria Kapetanaki et al., published by Sciendo
This work is licensed under the Creative Commons Attribution 4.0 International License.
Figure 1.
Figure 2.
Findings from the reflective discussion
| About the flipped classroom |
liked learning new things at home, found effective the distance education material, especially the activities and the videos, learned about climate change. |
| About drama |
enjoyed all the activities, felt challenged to solve an environmental problem on their own, disliked the long introduction (explanations and clarifications about the process). |
| About the combination of the two methodologies |
enjoyed the combination of flipped classroom and drama because this was new and challenging for them, realised that flipped classroom methodology helped them understand more about the topic and offered them the content needed for the activities at school, were supported from drama to deepen their understanding on issues they studied at home, would like to try the methodologies in other subjects as well. |
Suggested mixed methodology
| First stage of the flipped classroom (before the class): interaction with the distance learning educational material |
| Second stage of the flipped classroom (in the classroom): drama in education |
| Third stage of the flipped classroom (after class): interaction with the distance learning material |
Drama planning
| Questions for exploration | What does climate change stand for us? Why is that something that should concern us? |
| What is our attitude towards the environment? To what extent can we adopt measures to protect the environment? | |
| Choosing stimulus and creating pre-text | Teacher in role, students in role Stimulus: a lost beach |
| Choosing roles | Students’ roles: village citizens |
| Teacher’s role: old woman, citizen of the village | |
| Creating episodes | Use of various techniques/conventions ( |
Results of the implementation
| Positive attitude towards the combination of the two methodologies |
| Interest/enthusiasm for the lesson |
| Indications of understanding of the topic—a basis for climate literacy |
| Collaborative learning—distance learning—experiential learning |
| Participation—commitment |
| Metacognitive skills (self-regulation, self-control, reflection, and self-assessment) |
| Strong connection between what was done at home and what was done in the class |
| Alternative opportunities for expression and learning |
| 21st century skills’ development (creative and critical thinking, responsibility, communication, and cooperation) |
Findings of the application research
| Interest/enthusiasm for the educational process | Enthusiasm for the lesson and the whole process | Interest/enthusiasm for the lesson | Interest/enthusiasm for the online delivery and the content |
| Cooperation | All students liked the distance learning material that was created and used | Cooperation/participation | All students believed that they learned a lot about the environment and the climate change |
| Ability to connect what they did at home with what they did in class | No difficulties or need for changes were addressed by the students | Taking responsibilities for the environmental problem they were facing | Taking responsibility for the environmental problem they were facing while in role |
| Taking responsibility for the environmental problem while in role | The students were able to name at least two examples of activities that are harmful for the environment | Opportunities for expression | They were able to connect what they did at home and what they did in the class |
| Most of the students were able to explain what they did at home and what they did at school and connect the two methodologies as well as explain how each helps them |