Using flipped learning strategy to develop biological problem solving among first-year secondary students with learning disabilities

The research aimed to develop biological problem-solving skills among first-year secondary students with learning difficulties through the use of the flipped learning strategy, in addition to revealing the effect of using flipped learning on developing their biological problem-solving skills. control and experimental with two dimensions and two dimensions; Where the research group consisted of (72) male and female students of the first year of secondary school with learning difficulties in the Quesna Educational Administration. They were chosen and distributed randomly into two groups, one of them was a control group and the number of its members was (35), and the other was an experimental group, and the number of its members was (37); To collect the data, a biological problem-solving skills test was prepared, which consisted of (25) multiple-choice questions. The results of the research revealed an effect of using flipped learning on the development of problem solving as a whole, and for each of its five sub-skills compared to the control group; Where the value of the effect size (2) for the flipped learning strategy in developing solving biological problems as a whole was (0.469), while the effect size in developing the five skills, respectively, was (0.267; 0.265; 0.388; 0.386), and in light of this it is recommended that Preparing a guide for biology teachers in light of the flipped learning strategy, to serve as a guide for teachers when using that strategy in teaching biology to secondary school students