This study focuses on the application of flipped learning of biology and ecology topics in primary school. Flipped learning is an innovative approach that transforms the traditional lesson structure by enabling students to familiarize with the lesson by watching video material at home, while the time spent in classroom is reserved for active learning through discussion, problem solving and hands-on activities. This approach provides better comprehension of complex concepts through practical application and collaborative learning and affords more class time for experiments, data analysis and discussion on complex biological and ecological topics. The approach provides active engagement of students in studying and solving problems, especially in the area of ecology where development of critical thinking and relating to real ecological issues is very important.

However, one of the challenges in the educational system of the Republic of Serbia is insufficient knowledge of biology teachers on the flipped learning approach. The lack of training and adequate support causes scarce application of this approach in biology and ecology lessons. The current study therefore emphasizes the necessity of more intensive application of flipped learning of ecological topics in primary education.

The aim of the paper is to illustrate how the application of this approach can enhance the learning process and encourage students to actively engage in environmental protection. The paper presents the scenario of a lesson focusing on Positive and negative influences of people on living things and the environment serving as an example how the traditional approach can be transformed by the implementation of flipped learning. The class activities are designed to meets the learning outcomes by enabling students to identify positive and negative ways of human influences on living things and the environment and name the endangered and protected species in Serbia.

The significance of this paper lies in the promotion of flipped classroom approach as a model that contributes to more efficient education, greater ecological awareness and active involvement of students in tackling ecological problems and challenges.

Keywords: Flipped learning, ecology, primary school, collaborative learning, innovative approach.