Proceedings of the 9th International Conference on Research in Education, Teaching and Learning
Year: 2025
DOI:
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Using Flipped Classroom to Teach Critical Thinking
Istvan Zsigmond, Panayiota Μetallidou, Remigijus Bubnys,Mariya Aleksieva, and Anna Mróz
ABSTRACT:
Teaching critical thinking and media literacy with flipped classroom methods makes learning more effective and engaging. In a flipped classroom, students review materials before class, allowing in-class time for analysis, discussion, and problem-solving. This approach fosters independent thinking and deeper understanding, as students actively question information, detect biases, and evaluate sources. It also encourages collaboration and real-world application, helping learners navigate digital content critically. Instead of passively consuming information, students develop essential skills for identifying misinformation and forming reasoned opinions. By shifting the focus from rote memorization to active inquiry, the flipped model prepares students to think critically in an era of overwhelming and often misleading media content.
In the framework of the Erasmus+ project “Critical Thinking in the Information Society-CTIS”, educational material for teaching Media Literacy through Critical Thinking has been developed in seven European languages with the collaboration of researchers from five countries (Romania, Bulgaria, Poland, Lithuania, and Greece). Specifically, the educational material contains: (a) twenty short videos on Media Literacy through critical thinking skills (e.g., distinguishing between opinion and facts, identifying persuasive and manipulative techniques, advertising and critical thinking, etc.), (b) on-line self-assessment questionnaires and (c) interactive classroom activities for applying those skills. Flipped Classroom (FC) was used as a teaching method to introduce the learning material during a semester-long course in university students in the five European countries. For evaluating the experiences of students, a pilot application of educational materials related to 8 topics was effectuated in each of the five higher educational institutes from the partnership during a one semester course. Quantitative and qualitative data analysis indicate that
students liked to learn with this method and found classroom activities more interactive and enjoyable. The also recommended that as also suggested that videos related to the same subject should be produced according to similar criteria. Based on the results, the Flipped Classroom method is recommended for teaching critical thinking.
keywords: Critical Thinking, Flipped Classroom, Information Society, Media Literacy, University Students