APPLICATION OF THE STEAM CONCEPT IN A FLIPPED CLASSROOM

The interdisciplinary STEAM concept enables a learning experience by implementing a set of different skills (problem-solving, critical thinking, creativity, etc.) with the use of technology. Considering that hybrid teaching models are becoming more prevalent at all levels of education, our interest was the application of the STEAM concept in a flipped classroom (FC). Our theoretical research aims to present the possible ways and effects of applying the FC to the STEAM concept. By reinterpreting and critically analyzing several scientific research papers (theoretical and empirical) on the application of this model in the STEAM concept, we conclude that the FC can be applied effectively. Compared to the usual ways of realizing the STEAM concept by applying the FC, the potential of ICT is used more, time is used more rationally, and the development of various student skills is achieved more intensively. By using technology in the preparatory phase of the FC, before coming to school, students acquire knowledge at the level of memorization and understanding, according to Bloom’s taxonomy of knowledge. This enables students to be engaged in acquiring knowledge at higher levels of Bloom’s taxonomy through a variety of more complex tasks in the interdisciplinary STEAM concept. The importance and pedagogical implications of the application of a FC in the STEAM concept are particularly reflected in the possibility of increasing the efficiency of teaching.