This quasi-experimental pre/post-study with control group examines the effect of the flipped classroom method applied to basic physics courses at two German secondary schools (N = 150) in a three-month treatment. The focus of the study is the performance in a content knowledge test and the related non-cognitive attitudes as interest in the subject physics, motivation to do physics and the physics related self-concept. First results indicate that flipped classroom has a positive effect on the learning gain as well as on motivation and self-concept. Further analysis will look into parameters that moderate the effect of flipped classroom.

Flipped Classroom inverts traditional teaching methods by delivering direct instruction in online learning videos. The students watch the videos at home so that class time is freed up for student centered and collaborative activities that allow a deeper exploration of the content. By outsourcing lectures, the role of the teacher shifts from instructing to coaching the students.The quasi-experimental pre/post-study with control group examined the effects of flipped classroom applied to basic physics courses at two German secondary schools with N = 151 students in a three-months-treatment. Eight 11 th grade physics courses took part in the study that was conducted in the school years 2015/16 and 2016/17. Four of five teachers involved in the study taught both control and treatment courses. All videos were produced by the teachers and incorporated real experiments to ensure an authentic physics education experience. The research questions focused on the performance in a content knowledge test as well as noncognitive attitudes such as motivation, interest and self-concept. In addition, perceived teacher support and homework habits were also evaluated. FORSCHUNGSFRAGEN UND HYPOTHESEN 29 4 INHALTE UND LERNMATERIALIEN 344.

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