METHODOLOGICAL ASPECTS OF APPLYING «FLIPPED LEARNING» TECHNOLOGY IN TEACHING NATURAL SCIENCE DISCIPLINES IN SPECIALIZED HIGH SCHOOLS

Abstract

The article discusses the methodological aspects of implementing the «Flipped Learning» technology in teaching natural science disciplines, particularly chemistry, in specialized high schools. The aim of the research is to reveal the specifics of the «Flipped Learning» technology and to examine the methodology of its application in combination with other technologies in teaching natural science disciplines, specifically chemistry in specialized high schools. Research methods included the analysis of scientific and methodological literature, and a pedagogical experiment. The main results of the study indicate that the use of this «Flipped Learning» technology contributes to increasing student motivation, developing their independence, and critical thinking. It was found that students who studied under the flipped model demonstrate a higher level of knowledge acquisition and better understand complex chemical processes due to the integration of video lectures, interactive tasks, and laboratory experiments. Furthermore, this methodology promotes the development of self-education skills, as students have the opportunity to work independently with educational materials, watch video lessons at their convenience, revisit complex moments, and review material at an individual pace. It is noted that the «Flipped Learning» technology allows shifting the focus from passive information perception to active engagement, making learning more productive and interesting for students. By using this model, more time is allocated in the classroom for practical tasks, group projects, and experimental research, which in turn promotes the development of communication skills and teamwork abilities. At the same time, challenges include the need for high-quality educational materials, the availability of technical resources, and the necessity of preparing teachers for the new teaching format. The possibility of combining flipped learning with other technologies, such as STEM -education, gamification, project-based learning, problem-based learning, etc., is separately considered. The research confirmed the effectiveness of the flipped learning technology in teaching chemistry, especially in specialized classes where the level of student workload is higher, and the need for a more flexible approach to material acquisition is critical.