Flipped classroom in chemistry education: an integrative literature review
DOI:
https://doi.org/10.63688/emsaq351Keywords:
Flipped Classroom, chemistry education, active learning, academic performance, problem-solvingAbstract
The Flipped Classroom has gained relevance in chemistry education due to its potential to reorganize instructional time, promote active learning, strengthen conceptual understanding, and increase student participation. The objective of this study was to analyze the contribution of the Flipped Classroom model to the chemistry teaching-learning process, according to scientific literature published between 2020 and 2026. An integrative literature review was conducted through a systematic search based on the identification, screening, eligibility, and inclusion stages established by PRISMA 2020. The final corpus consisted of 17 publications related to general chemistry, organic chemistry, physical chemistry, biochemistry, and chemistry education at secondary and higher education levels. The findings were organized into four categories: academic performance; conceptual understanding and problem-solving; participation, motivation, and autonomy; and teacher planning, digital resources, and implementation challenges. The results show that the Flipped Classroom can improve chemistry learning when pre-class materials are properly connected with in-class activities. Its effectiveness depends on pedagogical planning, student preparation, teacher support, access to technological resources, and the quality of the proposed activities. It is concluded that the Flipped Classroom represents a relevant methodological alternative for promoting more active, participatory, and student-centered chemistry education.
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Copyright (c) 2026 Marlon Jonathan Estrella Semblantes, Saraí Patricia Villa Chafla, Sandra Grace Guanochanga Quisupangui, Jefferson Manuel Zaruma Sánchez, Rosa Fabiola Zaruma Sánchez (Autor/a)
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