Arab Educational Information Network

This study aimed to identify the role of the use of blended learning in activating science laboratories in the upper basic stage from the point of view of their teachers. To achieve the goals of the study, the researcher used the descriptive analytical approach, and the study tool was a questionnaire consisting of (30) phrases and three domains, which was applied to the study population consisting of (249) male and female teachers in the academic year (2021-2022). A random sample of (109) male and female teachers was chosen, and the study revealed the following results: The advantages of using blended learning in activating science laboratories came with a relative weight (84.013%), followed by the obstacles of using blended learning in activating science laboratories with a relative weight (80.294), followed by the domain of the blended learning environment in activating science laboratories with a relative weight of (65.363). The study also revealed that there are no statistically significant differences at the level of significance (α≤0.05) between the responses of the study sample members about the role of using blended education in activating science laboratories in the upper basic stage from the point of view of their teachers due to the variables (gender, educational qualification), while there are statistically significant differences at the level of significance (α≤1615) between the responses of the study sample members about the role of using blended education in activating science laboratories in the upper basic stage from the point of view of their teachers due to the variable (years of service), and in favor of those who Number of years of service (5-10 years). (Published abstract)