The aim of the research is to identify the attitudes of secondary school teachers
towards the use of the inverted learning strategy in teaching science, and to study
differences in their attitudes according to gender variables, years of teaching ex
perience,
scientific qualification and computer literacy. The research was based on a descriptive
method. A questionnaire was designed and distributed to a random sample of (200)
teachers and schools, (187) of which were fully valid and valid for statistical analysis, with
a response rate of (93.5%). The research found a number of results, the most important of
which is that the attitudes of secondary school teachers towards the use of the inverted
learning strategy in teaching science is positive and relatively important (79.9%). Where
they have a desire to use this strategy because of their positive implications for the
educational process from their point of view, where teachers emphasize that inverted
learning contributes to increasing learning time by transforming the process of home
learning and solving homework in the classroom, and provides a stimulating learning
environment Share learners in the responsibility of learning. The results showed no
statistically significant differences between the average scores of teachers in secondary
education in Lattakia in their attitudes towards the use of the inverted learning strategy
according to the gender variable, while there were statistically significant differences
according to the variables of the academic qualification and the years of teaching
experience and computer knowledge.