Science teachers’ attitudes toward flipped learning based on their experience implementing it in high schools

Khalid Abdullah Kariri

doi:10.29333/ejmste/16828

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Khalid Abdullah Kariri ¹ ^*

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¹ Imam Abdulrahman Bin Faisal University, Dammam, SAUDI ARABIA^* Corresponding Author

Abstract

Flipped learning is the opposite of traditional classroom learning; students learn the lesson at home before class, then the assignment is completed in class. This study aims to fill this literature gap on science teachers’ perspectives on flipped learning, based on their experiences. This study employed a qualitative approach using semi-structured interviews with nine science teachers. The results show that science teachers seem to know what flipped learning is and how to use it, and they have sufficient information about flipped learning. The most significant advantage of this teaching strategy is that it saves time and effort during class, whereas the most significant disadvantage of flipped learning is the differences among individual students’ levels due to a lack of awareness of the educational content sent to them while at home.

Keywords

flipped learning
science learning strategy
teachers’ attitudes

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 21, Issue 9, September 2025, Article No: em2697

https://doi.org/10.29333/ejmste/16828

Publication date: 01 Sep 2025

Online publication date: 29 Aug 2025

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Article Downloads: 8

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How to cite this article

APA

Kariri, K. A. (2025). Science teachers’ attitudes toward flipped learning based on their experience implementing it in high schools. Eurasia Journal of Mathematics, Science and Technology Education, 21(9), em2697. https://doi.org/10.29333/ejmste/16828

Vancouver

Kariri KA. Science teachers’ attitudes toward flipped learning based on their experience implementing it in high schools. EURASIA J Math Sci Tech Ed. 2025;21(9):em2697. https://doi.org/10.29333/ejmste/16828

AMA

Kariri KA. Science teachers’ attitudes toward flipped learning based on their experience implementing it in high schools. EURASIA J Math Sci Tech Ed. 2025;21(9), em2697. https://doi.org/10.29333/ejmste/16828

Chicago

Kariri, Khalid Abdullah. "Science teachers’ attitudes toward flipped learning based on their experience implementing it in high schools". Eurasia Journal of Mathematics, Science and Technology Education 2025 21 no. 9 (2025): em2697. https://doi.org/10.29333/ejmste/16828

Harvard

Kariri, K. A. (2025). Science teachers’ attitudes toward flipped learning based on their experience implementing it in high schools. Eurasia Journal of Mathematics, Science and Technology Education, 21(9), em2697. https://doi.org/10.29333/ejmste/16828

MLA

Kariri, Khalid Abdullah "Science teachers’ attitudes toward flipped learning based on their experience implementing it in high schools". Eurasia Journal of Mathematics, Science and Technology Education, vol. 21, no. 9, 2025, em2697. https://doi.org/10.29333/ejmste/16828