Abstract

The flipped classroom is a contemporary instructional approach that shifts the focus from passive knowledge transmission to the development of learner autonomy and self-directed learning. This article presents the theoretical foundations of the approach and findings from a survey of its current implementation in fourth-grade science teaching in Hai Phong, involving 65 teachers and 330 students. The findings indicate that most teachers viewed the approach positively, with 90.8% agreeing that it promotes active engagement and self-directed learning, while 87.9% of students reported that preparing for lessons in advance improved their understanding. However, implementation remained fragmented, with weak connections between pre-class and in-class activities. Teachers also made limited use of students’ independent learning outputs to inform instructional adjustments, with only 24.6% doing so regularly. Based on these findings, the article proposes a four-phase, seven-step procedural framework and recommendations for improving fourth-grade science instruction under the 2018 General Education Curriculum.

Keywords: Current implementation, flipped classroom, fourth-grade science, fourth-grade students.