Abstract

The study aims to reveal the perceptions of  King Abdullah II School for Excellence teachers about the importance of using flipped learning in developing the reflective thinking of their students in Jordan. The population of the study consists of  227 male and female teachers. The sample of the study consists of  180 teachers: 87 males and 93 females  selected using  simple random method from the study society during the second semester of 2016/2017 session. The study tool, qustionaire used containing 50 items was divided into 5 stages: critical vision, detection of fallacies,  give of convincing explanations, and suggestion of solutions.    The study showed that the teachers’ perception of using  flipped learning in developing their students’ reflective thinking was high in different disciplines; and there were significant differences in their perceptions based on their gender and experience. Lack of differences in their  perceptions depends on specialization variable. From the findings of the study, the researchers presented a set of recommendations.

Keywords: flipped learning, reflected thinking.