Flipped Classroom Combined with Drama in Education: A Case Study in a Greek Primary School

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Open Access

|Mar 2025

Figures & Tables

About the flipped classroom	The pupils: liked learning new things at home, found effective the distance education material, especially the activities and the videos, learned about climate change.
About drama	The pupils: 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	The pupils: 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.

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

Introduction	Warm-up activities
Questions for exploration	What does climate change stand for us? Why is that something that should concern us?
Questions for exploration	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
Choosing roles	Teacher’s role: old woman, citizen of the village
Creating episodes	Use of various techniques/conventions (Neelands, 1998)

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)

Researcher’s observation and field notes	Reflection sheets	Observations of the class teachers—critical friends	Activities (before and after the classroom)
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