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

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.