Published Paper Details:

With the advancement in the field of Science and Technology, the nowadays Classroom scenario is also changing bringing about drastic advancements. The main aim of today�s Education is to provide the students best Learning Outcomes and in this Technology is aiding a lot to achieve this goal. Moving from the age old methodologies used in Science Teaching like Lecture Method, now the Teacher is too smart to overcome the barriers coming in her ways and in fact using technology in Education as well as For Education. Flipped classroom is one such instructional pedagogy which has turned the table around and moving progressively. Flipped classroom approaches remove the traditional transitive lecture and replace it with active in-class tasks and pre-/post-class work. While flipping the classroom sounds quite effective and functional in one sense and do promise of improving the learning outcome but very little research has been evident on the effectiveness of using Flipped Classroom on the learning of the student. This study aims to draw out the challenges and prospects in learning of Science / EVS effectively through flipped classroom used by D.El.Ed. Trainees who employed this methodology in their classrooms during their School Experience Programme (SEP) whereby the trainees initially used the traditional methodology (like Lecture Method etc) and later on shifted towards flipped classroom. This study involved responses of 166 D.EL.ED. Teacher Trainees regarding the challenges they faced while employing this methodology as well as their perception on use of flipped classrooms in Govt. Schools of Delhi. Student�s understanding and perception were examined through a Questionnaire which acted as both Pre-Test as well as Post-Test.