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Fostering Conceptual Understanding of Photocatalysis for Sustainable Development: A Social Constructivism Flipped-Classroom Model

Author

Listed:
  • Muhammad Naeem Sarwar

    (Department of STEM Education, University of Education, Lahore 54770, Pakistan)

  • Muhammad Adnan Maqbool

    (Department of Education (ELPS), University of Education, Lahore 54770, Pakistan)

  • Shamim Ullah

    (Department of Elementary Education, Institute of Education and Research, University of the Punjab, Lahore 54590, Pakistan)

  • Amarah Sultan Rana

    (Department of Chemistry, Division of Science and Technology, University of Education, Lahore 54770, Pakistan)

  • Salah Uddin Khan

    (College of Engineering, King Saud University, P.O. Box 800, Riyadh 11421, Saudi Arabia)

  • Ahmed Ahmed Ibrahim

    (Department of Physics and Astronomy, College of Science, King Saud University, P.O. Box 2455, Riyadh 11451, Saudi Arabia)

  • Kamran Alam

    (Department of Chemical Engineering Materials Environment, Sapienza University of Rome, 00189 Rome, Italy)

  • Sehrish Zafar

    (Department of Chemistry, Division of Science and Technology, University of Education, Lahore 54770, Pakistan)

  • Zaka Ullah

    (Department of Physics, Division of Science and Technology, University of Education, Lahore 54770, Pakistan)

  • Muhammad Faizan Nazar

    (Department of Chemistry, Division of Science and Technology, University of Education, Lahore 54770, Pakistan)

Abstract

Social constructivism theory embraces peer-to-peer communication that helps students understand, examine, and discern the process of knowledge construction. The Social Constructivism Flipped-Classroom Model (SCFCM) inverts the traditional classroom paradigm by providing content outside of class, often through online materials, and devoting in-class time to active learning and discussion. This study aims to investigate the impact of the SCFCM on the conceptual understanding of photocatalysis, a crucial process in environmental science and chemistry, particularly in relation to sustainability and sustainable development. Photocatalysis, being a self-sustained process, holds potential for addressing global challenges such as renewable energy and pollution reduction, both of which are central to achieving sustainable development goals. A quasi-experimental pre-test–post-test design was employed at a public sector university, involving forty-three (43) students in each of the flipped- and non-flipped-classroom groups. Assessment tools, including pre- and post-tests and an interest survey, were used to gauge students’ conceptual understanding of photocatalysis and their degree of learning interest. The same chemistry teacher, one who had eight years of teaching experience, taught both groups. The analysis of covariance (ANCOVA) results comparing students’ performance showed a significant difference in the performance of students in the experimental group compared to the control group. The multivariate analysis of variance (MANOVA) results, however, revealed substantial differences in attention, relevance, confidence, and satisfaction between the experimental and control groups. The findings highlight that the SCFCM improved students’ understanding of complex photocatalysis concepts and demonstrated its relevance to sustainable development, offering valuable insights into the potential of this teaching approach for Science, Technology, Engineering, Mathematics (STEM) education, especially in addressing sustainability challenges.

Suggested Citation

  • Muhammad Naeem Sarwar & Muhammad Adnan Maqbool & Shamim Ullah & Amarah Sultan Rana & Salah Uddin Khan & Ahmed Ahmed Ibrahim & Kamran Alam & Sehrish Zafar & Zaka Ullah & Muhammad Faizan Nazar, 2024. "Fostering Conceptual Understanding of Photocatalysis for Sustainable Development: A Social Constructivism Flipped-Classroom Model," Sustainability, MDPI, vol. 16(23), pages 1-24, November.
    • Handle: RePEc:gam:jsusta:v:16:y:2024:i:23:p:10324-:d:1529481
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    References listed on IDEAS

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    1. Félix Yllana-Prieto & Jin Su Jeong & David González-Gómez, 2021. "An Online-Based Edu-Escape Room: A Comparison Study of a Multidimensional Domain of PSTs with Flipped Sustainability-STEM Contents," Sustainability, MDPI, vol. 13(3), pages 1-18, January.
    2. Jahn, Thomas & Bergmann, Matthias & Keil, Florian, 2012. "Transdisciplinarity: Between mainstreaming and marginalization," Ecological Economics, Elsevier, vol. 79(C), pages 1-10.
    3. Alan Barrett & Philip J. O'Connell, 2001. "Does Training Generally Work? The Returns to in-Company Training," ILR Review, Cornell University, ILR School, vol. 54(3), pages 647-662, April.
    4. Jie Wang, 2024. "Research on the Flipped Classroom + Learning Community Approach and Its Effectiveness Evaluation—Taking College German Teaching as a Case Study," Sustainability, MDPI, vol. 16(17), pages 1-18, September.
    5. repec:zib:zbesmy:v:3:y:2022:i:2:p:81-84 is not listed on IDEAS
    6. Gerardo Gómez-García & Francisco-Javier Hinojo-Lucena & María-Pilar Cáceres-Reche & Magdalena Ramos Navas-Parejo, 2020. "The Contribution of the Flipped Classroom Method to the Development of Information Literacy: A Systematic Review," Sustainability, MDPI, vol. 12(18), pages 1-13, September.
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    1. Hacer Efe & Ünsal Umdu Topsakal, 2025. "Let’s Take the Pulse of the Classroom on Sustainability! An Exploratory Study on Student Views and Teacher Solution Suggestions Regarding Sustainable Development Goals," Sustainability, MDPI, vol. 17(11), pages 1-18, June.

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