This paper investigates the effectiveness of the flipped classroom methodology to build conceptual knowledge mentalmodels. In particular, it examines the learning process and outcomes of 40 students of a course on Physical Electronics inthe last year of a bachelor’s degree program in Physics, for which specific educational resources have been developed toimplement the flipped classroom. Among them, non-interactive resources are better to present topics and ideas, whereasinteractive resources are more useful to establish links between them to build and check the models. The examined dataentail grades, laboratory reports and rubrics, outcomes of learning activities, and direct observation, showing that theflipped classroom improves the construction of mental models, providing teaching resources where the topics and mainideas are presented, developed and exercised, and allowing students to establish links to build and check the models.Furthermore, this strategy increases the personal commitment of the students, fostering autonomy and cooperation withpeers, all of which makes it an effective pedagogical tool to build knowledge mental models
