The Attitudes of Science Teachers at Basic Stage towards Flipped Learning Strategy
Keywords:
Attitudes, flipped learning strategy, science teachers, primary educationAbstract
The study aims to uncover the attitudes of science teachers in the primary education level towards a flipped learning strategy. The study population consisted of all science teachers in the primary education level working in public schools in Amman, Jordan during the academic year (2019/2020). The study sample consisted of (175) male and female teachers, who were chosen by a simple random method. The study used the descriptive survey approach. A 28 items questionnaire was developed to measure teachers’ attitudes towards flipped learning and it was applied to the study sample after after ensuring its validity and reliability. Means, standard deviations, one-way analysis of variance (ANOVA), and t-test were used to answer the study questions. The results indicated that attitudes of science teachers at primary level toward flipped learning strategy were neutral. Also there was no statistically significant difference in teachers’ attitudes due to gender, year of service, and technological training courses. The study recommends training science teachers to use the flipped learning strategy and providing them with the educational and technical skills that qualify them to use it in teaching.
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