The Reality of Science Teachers’ Perceptions at the Basic Stage Toward Flipped Learning under the War on Gaza

Abstract

The aim of this research is to study science teachers’ perceptions at the basic education stage toward the implementation of flipped learning under the war on Gaza. The research seeks to identify the levels of conceptual and procedural knowledge among teachers, their attitudes toward this strategy, and the most suitable instructional designs for the current educational environment.

The researcher adopted the descriptive methodology, and the sample consisted of 42 male and female teachers from schools in Gaza. Data were collected using a questionnaire that included four main dimensions.

The findings revealed a high level of conceptual knowledge among teachers, while their procedural knowledge was moderately lower. Teachers also showed highly positive attitudes toward implementing flipped learning. Likewise, the findings showed no statistically significant differences in conceptual knowledge or attitudes when comparing gender or years of teaching experience, whereas significant differences were found in procedural knowledge in favor of male teachers, attributed to their easier access to digital tool and technology.

The study also showed that teachers prefer short lessons supported by animations and illustrated stories, using simple and free applications suitable for Gaza’s educational context.

Based on these findings, the researcher recommended the following:

• Training teachers to produce digital content.
• Providing technical infrastructure and support.