The effect of Flipped Learning as a pedagogical intervention strategy to increase the use of critical thinking skills in History

Critical Thinking skills are gaining increasing attention in education and employment discourses. Yet, for teachers, there is tension between delivering content and teaching thinking skills that is driven by a lack of class time. Flipped Learning (content delivery outside of class, replaced by active learning activities within the lesson) is a potential solution to the problem but there is a lack of evidence demonstrating improved student performance. This proposed project seeks to address this issue by measuring the impact of Flipped Learning pedagogy on secondary History classrooms. It will extend our understanding of what tools may lead to student-increased use of critical thinking skills and highlight implications for the field.