Research Article
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Year 2021, Volume 9, Issue 3, 193 - 206, 30.09.2021

Abstract

References

  • Al Baltan, I (2011). The use of virtual laboratories in teaching science at the secondary stage in the Kingdom of Saudi Arabia: reality and ways of development, (An unpublished Dissertation), Umm Al Qura University, Mecca, Saudi Arabia.
  • Al Haaj, L. (2015). The effect of using virtual labs on academic achievement in chemistry for secondary school students (An unpublished Dissertation). Sudan University of Science and Technology.
  • Al Hazmi, D. (2016). The effectiveness of using the virtual lab in teaching the physics course unit for second-year secondary school students on academic achievement, Journal of Education, 1(168): 879- 908.
  • Al Mouhameed, H (2003). The reality of laboratory work in teaching science for the eighth grade and the attitudes of students towards it in the second Amman Directorate (An unpublished thesis), Arabic Amman University. Al Shehry, S. (2016). The effect of using the virtual lab (crocodile) in developing the skills of integrative science processes for third-grade secondary female students in a chemistry course in Riyadh (An unpublished thesis), Umm Al Qura University, Mecca, Saudi Arabia.
  • Alexiou, A. Bouras, C. & Giannaka. E. (2008). Virtual Laboratories In Education –A cheap way for Schools to obtain laboratories for all courses by using the computer laboratory, Technology Enhances Learning, 3(1): 19-28.
  • Anbesaw. M. S & Daba, T. M. (2016). Factors Affecting Implementation of Practical Activities in Science education in Some Selected Secondary and Preparatory Schools of Afar Region, North East Ethiopia. International Journal OF Environmental & Science Education, 11(12). 5438- 5452.
  • Barakah, O (2014). Students' attitudes towards the use of the virtual chemical laboratory in teaching the practical aspect of chemistry (An unpublished thesis), College of Education, University of Damascus.
  • Cambronero-López F, Gómez-Varela A I, Bao-Varela C. (2017). Designing an ultrafast laser virtual laboratory using MATLAB GUIDE. European Journal of Physics, 38(3): 43-60 . Crowell, S (1989). A New Way of Thinking: The Challenge of the Future, Educational Leadership, 1(10): 60-63. Dobson, J. (2009). Evaluation of the virtual physiology of exercise laboratory program, Advances in Physiology Education, 33(1): 335-342. Doukeli M. (2012).Virtual labs in teaching physics in secondary school, Educational Leadership, 1(70):60-63.
  • Fenrich, P. (2003). Reaction Kinetics Virtual lab. Proceedings of Society for Information Technology and Teacher Education International Conference 2003. THE USA, P. 1418-1421.
  • Fernández-Avilés, D., Dotor, D., Contreras, D., & Salazar, J. C. (2016, February). Virtual labs: a new tool in the education: experience of the Technical University of Madrid. In Remote Engineering and Virtual Instrumentation (REV), 2016 13th International Conference on (271-272). IEEE.
  • Ismail, J. (2003). The Design of an E-learning System: Beyond the Hype, Internet and Higher Education, 4(3):336-329. Kamtoor, I. and Ahmed, H. (2015). The reality of using scientific laboratory technology in teaching chemistry at the Sudanese secondary level, Bahri Area, Journal of Social Studies and Research, 1(19): 7-24. KAWU, H. (2018). impact of Virtual Laboratory on the Achievement of Secondary School Chemistry Students in Homogeneous and Heterogeneous Collaborative Environments, Contemporary Educational Technology, 9(3): 246-263 .
  • Litwin, M.S & Arlene, F. (1995). How to measure survey reliability and validity. London: SAGE Publications Martinez-Jimenez, P.; Pontes-Pedrajas, A.; Polo, J.; Climent-Bellido, M.S. (2003). Learning in chemistry with virtual laboratories, Journal of Chemical Education,80(3): 346-352.
  • Meredith, B. and Kalpart, I. (2021). Daisy and friends, what happened to yesterday: A COVID-19 story. Singapore: Strategic Book Publishing & Rights.
  • Nour, A (2011). The effectiveness of virtual electronic laboratories in acquiring the skills of performing physical experiments among secondary school students, Journal of the College of Education, 5(3): pp. 113-141.
  • Peinazo M, Aparicio MP, Redel MMD, Dorado MP (2019). Characterization of biodiesel using virtual laboratories integrating social networks and web app following a ubiquitous- and blended-learning, Journal of Cleaner Production, 215(1): 399-409.
  • Ramírez-Romero J, Rivera-Rodríguez D, Rivera S. (2020). Teaching using a synchronous machine virtual laboratory, Global Journal of Engineering Education, 22(2):123-130.
  • Taha, H. (2016). The effectiveness of using the virtual laboratory in the achievement of practical physical chemistry and the tendency towards it among students of the College of Education, Kufa Studies Center Journal, 1(41): 287-336.
  • Tselfes, B. (2002). Trial and error: The workshop on the teaching of Science. Athens: Island. Education and Training Sector (TEK). Training material for teacher training – Issue 5: Sector PE04. CTI.
  • Tuyuz, C. (2010). The effects of the virtual laboratory on students’ achievement and attitudes in chemistry, International Online Journal of Sciences, 2(1): 37-53.
  • Woodfield, B (2005). The Virtual ChemLab Project: A Realistic and Sophisticated Simulation of Organic Synthesis and Organic Qualitative Analysis, J. Chem. Educ, 82(11): 1728- 1735.
  • Zaytoun, A. (2004). Methods of teaching Sciences. Amman: Al Shorouq Dar for Publishing.
  • Zaytoun, H. (2005). A new view in Electronic learning. Riyadh: The Sound Dar for Publishing.

The Extent to Which Teachers of Science Subjects Use Virtual Scientific Laboratories during Corona Virus Pandemic: The Reality & Hope

Year 2021, Volume 9, Issue 3, 193 - 206, 30.09.2021

Abstract

This study aimed to identify the reality of the use of virtual scientific laboratories when teaching science subjects at the basic stage in Amman’s public schools which is the capital city of Jordan. The quantitative method was used. A survey with quantitative treatment in which the data processed through the SPSS has been applied. The study population consisted of all teachers of sciences; mainly, the teachers who teaches the science subjects for the first grades in the public schools available in Amman. A survey was prepared to collect data and information consisting of (49) items (see the appendix) with two fields which are the reality of the use of virtual laboratories in teaching science subjects and obstacles and the teachers’ viewpoints towards the use of the virtual laboratory and significance. The findings of the study showed the following: (1) there are many obstacles that prevent the use of virtual scientific laboratories technology in teaching science subjects at the basic stage including the lack of infrastructure and the lack of the financial capabilities necessary to secure the needs of the virtual laboratories, (2) teachers of science subjects are fear of taking responsibility while using the virtual laboratory when teaching science subjects, and (3) teachers of science subjects are not satisfied with using the virtual laboratory because it takes too much time while teaching sciences classes through educational platforms. Moreover, many students do not have enough internet. The study recommended the necessity to find an infrastructure for virtual laboratories and to train teachers to use them in order to reduce any educational loss in science subjects during crises particularly Corona Virus pandemic.

References

  • Al Baltan, I (2011). The use of virtual laboratories in teaching science at the secondary stage in the Kingdom of Saudi Arabia: reality and ways of development, (An unpublished Dissertation), Umm Al Qura University, Mecca, Saudi Arabia.
  • Al Haaj, L. (2015). The effect of using virtual labs on academic achievement in chemistry for secondary school students (An unpublished Dissertation). Sudan University of Science and Technology.
  • Al Hazmi, D. (2016). The effectiveness of using the virtual lab in teaching the physics course unit for second-year secondary school students on academic achievement, Journal of Education, 1(168): 879- 908.
  • Al Mouhameed, H (2003). The reality of laboratory work in teaching science for the eighth grade and the attitudes of students towards it in the second Amman Directorate (An unpublished thesis), Arabic Amman University. Al Shehry, S. (2016). The effect of using the virtual lab (crocodile) in developing the skills of integrative science processes for third-grade secondary female students in a chemistry course in Riyadh (An unpublished thesis), Umm Al Qura University, Mecca, Saudi Arabia.
  • Alexiou, A. Bouras, C. & Giannaka. E. (2008). Virtual Laboratories In Education –A cheap way for Schools to obtain laboratories for all courses by using the computer laboratory, Technology Enhances Learning, 3(1): 19-28.
  • Anbesaw. M. S & Daba, T. M. (2016). Factors Affecting Implementation of Practical Activities in Science education in Some Selected Secondary and Preparatory Schools of Afar Region, North East Ethiopia. International Journal OF Environmental & Science Education, 11(12). 5438- 5452.
  • Barakah, O (2014). Students' attitudes towards the use of the virtual chemical laboratory in teaching the practical aspect of chemistry (An unpublished thesis), College of Education, University of Damascus.
  • Cambronero-López F, Gómez-Varela A I, Bao-Varela C. (2017). Designing an ultrafast laser virtual laboratory using MATLAB GUIDE. European Journal of Physics, 38(3): 43-60 . Crowell, S (1989). A New Way of Thinking: The Challenge of the Future, Educational Leadership, 1(10): 60-63. Dobson, J. (2009). Evaluation of the virtual physiology of exercise laboratory program, Advances in Physiology Education, 33(1): 335-342. Doukeli M. (2012).Virtual labs in teaching physics in secondary school, Educational Leadership, 1(70):60-63.
  • Fenrich, P. (2003). Reaction Kinetics Virtual lab. Proceedings of Society for Information Technology and Teacher Education International Conference 2003. THE USA, P. 1418-1421.
  • Fernández-Avilés, D., Dotor, D., Contreras, D., & Salazar, J. C. (2016, February). Virtual labs: a new tool in the education: experience of the Technical University of Madrid. In Remote Engineering and Virtual Instrumentation (REV), 2016 13th International Conference on (271-272). IEEE.
  • Ismail, J. (2003). The Design of an E-learning System: Beyond the Hype, Internet and Higher Education, 4(3):336-329. Kamtoor, I. and Ahmed, H. (2015). The reality of using scientific laboratory technology in teaching chemistry at the Sudanese secondary level, Bahri Area, Journal of Social Studies and Research, 1(19): 7-24. KAWU, H. (2018). impact of Virtual Laboratory on the Achievement of Secondary School Chemistry Students in Homogeneous and Heterogeneous Collaborative Environments, Contemporary Educational Technology, 9(3): 246-263 .
  • Litwin, M.S & Arlene, F. (1995). How to measure survey reliability and validity. London: SAGE Publications Martinez-Jimenez, P.; Pontes-Pedrajas, A.; Polo, J.; Climent-Bellido, M.S. (2003). Learning in chemistry with virtual laboratories, Journal of Chemical Education,80(3): 346-352.
  • Meredith, B. and Kalpart, I. (2021). Daisy and friends, what happened to yesterday: A COVID-19 story. Singapore: Strategic Book Publishing & Rights.
  • Nour, A (2011). The effectiveness of virtual electronic laboratories in acquiring the skills of performing physical experiments among secondary school students, Journal of the College of Education, 5(3): pp. 113-141.
  • Peinazo M, Aparicio MP, Redel MMD, Dorado MP (2019). Characterization of biodiesel using virtual laboratories integrating social networks and web app following a ubiquitous- and blended-learning, Journal of Cleaner Production, 215(1): 399-409.
  • Ramírez-Romero J, Rivera-Rodríguez D, Rivera S. (2020). Teaching using a synchronous machine virtual laboratory, Global Journal of Engineering Education, 22(2):123-130.
  • Taha, H. (2016). The effectiveness of using the virtual laboratory in the achievement of practical physical chemistry and the tendency towards it among students of the College of Education, Kufa Studies Center Journal, 1(41): 287-336.
  • Tselfes, B. (2002). Trial and error: The workshop on the teaching of Science. Athens: Island. Education and Training Sector (TEK). Training material for teacher training – Issue 5: Sector PE04. CTI.
  • Tuyuz, C. (2010). The effects of the virtual laboratory on students’ achievement and attitudes in chemistry, International Online Journal of Sciences, 2(1): 37-53.
  • Woodfield, B (2005). The Virtual ChemLab Project: A Realistic and Sophisticated Simulation of Organic Synthesis and Organic Qualitative Analysis, J. Chem. Educ, 82(11): 1728- 1735.
  • Zaytoun, A. (2004). Methods of teaching Sciences. Amman: Al Shorouq Dar for Publishing.
  • Zaytoun, H. (2005). A new view in Electronic learning. Riyadh: The Sound Dar for Publishing.

Details

Primary Language English
Subjects Education and Educational Research
Journal Section Differentiated Instruction
Authors

Tahani ALEBOUS (Primary Author)
World Islamic science and education university
0000-0002-9938-2859
Jordan

Supporting Institution none
Project Number none
Thanks thanks
Publication Date September 30, 2021
Published in Issue Year 2021, Volume 9, Issue 3

Cite

Bibtex @research article { jegys972540, journal = {Journal for the Education of Gifted Young Scientists}, issn = {}, eissn = {2149-360X}, address = {editorjegys@gmail.com}, publisher = {Genç Bilge Yayıncılık}, year = {2021}, volume = {9}, pages = {193 - 206}, doi = {}, title = {The Extent to Which Teachers of Science Subjects Use Virtual Scientific Laboratories during Corona Virus Pandemic: The Reality \& Hope}, key = {cite}, author = {Alebous, Tahani} }
APA Alebous, T. (2021). The Extent to Which Teachers of Science Subjects Use Virtual Scientific Laboratories during Corona Virus Pandemic: The Reality & Hope . Journal for the Education of Gifted Young Scientists , 9 (3) , 193-206 . Retrieved from https://dergipark.org.tr/en/pub/jegys/issue/64497/972540
MLA Alebous, T. "The Extent to Which Teachers of Science Subjects Use Virtual Scientific Laboratories during Corona Virus Pandemic: The Reality & Hope" . Journal for the Education of Gifted Young Scientists 9 (2021 ): 193-206 <https://dergipark.org.tr/en/pub/jegys/issue/64497/972540>
Chicago Alebous, T. "The Extent to Which Teachers of Science Subjects Use Virtual Scientific Laboratories during Corona Virus Pandemic: The Reality & Hope". Journal for the Education of Gifted Young Scientists 9 (2021 ): 193-206
RIS TY - JOUR T1 - The Extent to Which Teachers of Science Subjects Use Virtual Scientific Laboratories during Corona Virus Pandemic: The Reality & Hope AU - Tahani Alebous Y1 - 2021 PY - 2021 N1 - DO - T2 - Journal for the Education of Gifted Young Scientists JF - Journal JO - JOR SP - 193 EP - 206 VL - 9 IS - 3 SN - -2149-360X M3 - UR - Y2 - 2021 ER -
EndNote %0 Journal for the Education of Gifted Young Scientists The Extent to Which Teachers of Science Subjects Use Virtual Scientific Laboratories during Corona Virus Pandemic: The Reality & Hope %A Tahani Alebous %T The Extent to Which Teachers of Science Subjects Use Virtual Scientific Laboratories during Corona Virus Pandemic: The Reality & Hope %D 2021 %J Journal for the Education of Gifted Young Scientists %P -2149-360X %V 9 %N 3 %R %U
ISNAD Alebous, Tahani . "The Extent to Which Teachers of Science Subjects Use Virtual Scientific Laboratories during Corona Virus Pandemic: The Reality & Hope". Journal for the Education of Gifted Young Scientists 9 / 3 (September 2021): 193-206 .
AMA Alebous T. The Extent to Which Teachers of Science Subjects Use Virtual Scientific Laboratories during Corona Virus Pandemic: The Reality & Hope. JEGYS. 2021; 9(3): 193-206.
Vancouver Alebous T. The Extent to Which Teachers of Science Subjects Use Virtual Scientific Laboratories during Corona Virus Pandemic: The Reality & Hope. Journal for the Education of Gifted Young Scientists. 2021; 9(3): 193-206.
IEEE T. Alebous , "The Extent to Which Teachers of Science Subjects Use Virtual Scientific Laboratories during Corona Virus Pandemic: The Reality & Hope", Journal for the Education of Gifted Young Scientists, vol. 9, no. 3, pp. 193-206, Sep. 2021

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