The research aimed at using virtual simulation program via flipped classroom to develop genetic problem solving and future thinking skills among secondary stage students. It was relied on integrating virtual simulation programs and inverted classes because both are modern teaching strategies that fit with the nature of the current era and the spread of distance learning, especially after the Corona pandemic, and because they are appropriate to the nature of the dependent variables represented in solving problems and skills of future thinking, which require immersion and engagement in the learning process to acquire skill. The participants were a group of students (N=85) girls enrolled on the third-year secondary stage at Besha governorate, scientific section, in the first semester of 2021/2022, distributed into two groups: the control (N=42) and the experimental (N=43). The instruments were: (1) a test of genetic problems solving skills (prepared by the researcher) and (2) a test of future thinking skills (prepared by the researcher). The researcher followed the quasi-experimental method to the experimental design with the two groups: the control group (taught by the usual way) and the experimental group (taught by using virtual simulation programs via flipped classrooms), and the pre/post-application of the dependent variables (genetic problem-solving skills and future thinking skills). Results showed that using virtual simulation program via flipped classroom had a positive effect on developing genetic problem solving and future thinking skills. It’s recommended to train teachers and students on using virtual simulation programs in teaching and learning biology courses.
| Published in | Teacher Education and Curriculum Studies (Volume 7, Issue 1) |
| DOI | 10.11648/j.tecs.20220701.16 |
| Page(s) | 30-45 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Virtual, Simulation, Flipped Classroom, Genetic, Problem Solving, Future, Thinking, Biology
| [1] | Ibrahim, Bassam Abdullah and Ahmed, Amani Yahya (2016). The effect of teaching science using the flipped classroom strategy on developing science processes and solving problems among students of the College of Educational Sciences in Jordan, Journal of the Union of Arab Universities for Research in Higher Education, 37 (1), 55-82. |
| [2] | Abu Raya, Hanan Hamdi (2017). The effectiveness of the grades stage in developing some concepts of genetics and the skills of solving them with her mind among first-year secondary students, Journal of the Faculty of Education, Benha University, 28 (111), 216-258. |
| [3] | Abu Shuqair, Muhammad, and Akl, Magdy. (2016). A proposed model for preparing the primary stage teacher in the light of future thinking, a working paper presented for the school day "Preparation of the primary stage teacher in scientific and technology developments, University, Palestine. |
| [4] | Abu Oreiban, Abeer Obaid (2017). The effectiveness of employing infographics (fixed - mobile) in developing genetic problem-solving skills in life sciences for tenth grade students in Gaza, Master's thesis, College of Education, Islamic University, Gaza. |
| [5] | Abu Asr, Reda Massad and Abu Al Hadid, Fatima Abdel Salam (2021). Emergency transformations in educational research in the time of pandemics and crises (the Corona-COVID-19 pandemic as a model), Journal of Arab Studies in Education and Psychology, (138), October, 24-38. |
| [6] | Ambosaidi, Abdullah and Moussawi, Ali and Balushi, Suleiman, and al-Balushi, Kholoud. (2015). The effect of using the chemical crocodile program in developing science processes for tenth grade students, the Third International Conference on Educational Technologies, March 25-26, Muscat, Sultanate of Oman. |
| [7] | El Bedou, Kifah Muhammed (2017). The Virtual Laboratory in the Twenty-first Century, Teacher's Message, Ministry of Education - Department of Educational Planning and Research, 54, 93-96. |
| [8] | Al-Bultan, Ibrahim bin Abdullah (2011): Using Virtual Laboratories in Teaching Science at the Secondary Stage in the Kingdom of Saudi Arabia (Reality and Ways of Development), Ph.D. Thesis, College of Education, Umm Al-Qura University. |
| [9] | Al-Turki, Khaled Ibrahim and Al-Subaie, Abdul Aziz Nayef. (2016). The Effectiveness of the Flipped Class Strategy in Developing Thinking and Environmental Awareness in the Science Course for First Intermediate Grade Students in Scientific Institutions, Specialized International Educational Journal, 5 (6), 166-186. |
| [10] | Hafez, Imad. (2015). Forward thinking (concept - skills - strategies), Cairo: Dar Al Uloom for Publishing and Distribution. |
| [11] | Al-Harbi, Ali Saad (2019). The effectiveness of a strategy based on the (STEM) approach in developing achievement and future thinking among third-grade intermediate students in the Kingdom of Saudi Arabia, Journal of the Faculty of Education, Helwan University, 34 (2), 314-346. |
| [12] | Hassan, Shaimaa Mohammed (2016). The effectiveness of a proposed program based on service learning, developing future thinking skills, and reducing teaching anxiety among student teachers, Mathematics Division, College of Education, Mathematics Education Journal, 19 (7), 55-109. |
| [13] | Al-Hassan, Amr and Al-Sadiq, Nahla and Al-Habashi, Fawzy (2019). Developing the Physics Curriculum at the Secondary Stage in the Light of Contemporary Variables for Developing Future Thinking Skills, Journal of the Egyptian Society for Scientific Education, 22 (6), 169-145. |
| [14] | Al-Hussan, Amani Muhammad, and Al-Obeid, Afnan Abdel-Rahman (2009): Virtual Science Learning Environment in the Light of Total Quality Standards, Thirteenth Scientific Conference on Scientific Education “Teacher, Curriculum, and Book, Invitation to Review”, Egyptian Society for Scientific Education, Ismailia, 191- 251. |
| [15] | Hama, Elham Ahmed and Hasso, Ashqi Suleiman. (2020). The effectiveness of employing virtual experiments in developing integrative science processes in chemistry for tenth grade students in Erbil, Journal of the College of Education, Wasit University, 1909-1944. |
| [16] | Al-Huwaiti, Awwad Hammad (2018). The degree to which students of the College of Education and Arts at the University of Tabuk possess future thinking skills, Journal of Scientific Research in Education, 1 (19), 123-148. |
| [17] | Al-Khatib, Mona Faisal and Al-Ashqar, Samah Farouk (2018). Enriching the biology course in light of the dimensions and issues of sustainable develop Zaki ment to develop future thinking skills and social responsibility for first-year secondary students, Journal of the Egyptian Society for Scientific Education, 21 (12), 123-172. |
| [18] | Caliph, Hassan Jaafar and Mutawa, Zia al-Din. (2015). Effective Teaching Strategies, Dammam: Al-Mutanabbi Library. |
| [19] | Al-Khamisi, Abdel Rahim and Abu Al-Hamael, Ahmed. (2019). The effect of teaching the subject chemistry unit using the flipped classroom strategy via WhatsApp on developing science operations skills for first-year secondary students, Journal of the Egyptian Society for Scientific Education, 10 (22), October, 91-145. |
| [20] | Al Darabkeh, Muhammad Mufdi. (2018). Future thinking skills of gifted and non-gifted students - a comparative study, Al-Quds Open University Journal for Educational and Psychological Research and Studies, 8 (23), 57-67. |
| [21] | Al-Dinosauri, Zainab Shaaban (2019). A program based on enrichment activities in social studies to develop some future thinking skills for primary school students, Journal of the Educational Society for Social Studies, 175-205. |
| [22] | Rashid, Ali Mohieldin (2015): Teaching science through virtual educational tours, the seventeenth scientific conference "Scientific Education and the Challenges of the Technological Revolution", The Misrata Association for Scientific Education, August 10-11, Guest House, Ain Shams University, Cairo, 61-74. |
| [23] | Al- Radi, Ahmed bin Saleh (2009): “Virtual labs are a model of e-learning”, a working paper presented to the e-learning forum in general education, Ministry of Education, General Administration of Education, Riyadh. |
| [24] | Al-Rabean, Wafaa Muhammad (2017). The Effectiveness of the Flipped Classroom on the Easy Class platform to develop the twenty-first century skills among female students of Jazan University, Journal of the Egyptian Society for Scientific Education, 16 (3), 199-270. |
| [25] | Al- Rahili, Taghreed (2012): Virtual Scientific Fields, Journal of Arab Studies in Education and Psychology, Issue (22), Part (1), February, 249-269. |
| [26] | Zaki, Hanan Mustafa (2019). A proposed program in bionanotechnology culture according to the theory of flexibility and its impact on developing scientific communication, future thinking skills and awareness of biological safety among students of the Faculty of Education, Sohag University Educational Journal, (59), 883-985. |
| [27] | Zanqour, Maher. (2015). The effect of the difference between the two control patterns "Learner Control - Program Control" in multimedia programming on preferred learning patterns, information processing skills, processing levels, and future thinking in mathematics among middle school students, Journal of Mathematics Education, 18 (5), 6-54. |
| [28] | Zaitoun, Hassan Hussein (2005): A new vision in education, "e-learning - concept - issues - application - evaluation), Dar Al-Saltiyah: Riyadh. |
| [29] | Zaitoun, Hassan Hussein. (2004). Methods of Teaching Science, 3rd Edition, Amman: Dar Al-Shorouk for Publishing and Distribution. |
| [30] | Al-Saadi, A (2011): The effectiveness of the three-dimensional virtual science lab in the acquisition of abstract physical concepts and the development of the trend towards conducting experiments by default among secondary school students, Scientific Journal of the Faculty of Education - Assiut University, No. (2), Volume (27), 449-497. |
| [31] | Al-Saudi, Rami and Qandil, Ahmed and Sheikh, Mohammed. (2018). The effect of the inverted learning model on developing conceptual comprehension in science for preparatory stage students, Journal of the Faculty of Education, Kafr El-Sheikh University, 18 (2), 693-722. |
| [32] | El-Shafei, Jihan. (2014). The effectiveness of a proposed course in environmental sciences based on focusing on problems in developing future thinking and environmental awareness among students of the Faculty of Education, Helwan University, Journal of Arab Studies in Education and Psychology, 1 (46), 213-180. |
| [33] | Al- Shami, Khadija Mahudur and Al- Qadri, Suleiman Ahmed. (2018). The effectiveness of using the flipped learning strategy in acquiring physical concepts for ninth grade female students and their attitudes towards learning them, Al al-Bayt University Journal, College of Educational Sciences, 1-132. |
| [34] | Elshurman, Atef Abu Hamid. (2015). Blended and Flipped Learning, Amman: Dar Al Masirah for Publishing and Distribution. |
| [35] | Al-Shuaili, Ali and Ammar, Muhammad. (2015). Designing a computer program based on virtual reality and measuring its effectiveness in developing the ability of visual imagination and understanding some electrical concepts in science for the ninth grade students, the Third International Conference on Educational Technologies, March 25-26, Muscat, Sultanate of Oman. |
| [36] | Tolba, Ihab (2007). Modern trends in science teaching, Cairo: Anglo-Egyptian Library. |
| [37] | Abdel Rahim, Mohammed. (2015). A proposed teaching model in the light of the theory of brain-based learning for the development of future thinking and self-management for high school students studying sociology, Journal of the Educational Society for Social Studies, (75), 1-57. |
| [38] | Abdel Fattah, Hoda Abdel Hamid (2009): The Effectiveness of Using the Virtual Lab in Developing Practical Chemistry Skills for Students of the College of Education, Journal of the Egyptian Society for Scientific Education, 12 (1), March, 129-176. |
| [39] | Abdel-majid Abdallah. (2016). The effectiveness of using the cubist approach in shaping the sociology curriculum at the secondary stage on developing future thinking skills and social responsibility among secondary school students, Journal of the Educational Society for Social Studies, 78 (4), 100-157. |
| [40] | Abdel Moneim, Shaima Ali (2016). The effectiveness of an educational website based on blogs in developing future thinking and awareness of the environmental challenges of the twenty-first century among first-year secondary students, Journal of the Educational Society for Social Studies, (81), 169-191. |
| [41] | Othman, Sahar (2014). The effect of using the virtual lab in developing practical skills and science processes for primary school students, Journal of Studies in University Education, (27), 142-153. |
| [42] | Akl, Magdy and Abu Musa, Iman. (2019). The effectiveness of an electronic learning environment that employs active learning strategies in developing future thinking skills in technology for seventh grade students, Journal of the Islamic University of Educational and Psychological Studies, 6 (27), 1-34. |
| [43] | Eid, Samah Mohammed (2017). The Effectiveness of the Flipped Class Strategy in Teaching the Science Teaching Methods Course in Developing Academic Achievement and the Attitude towards Teaching Science among Female Student Teachers, Journal of the College of Education, Assiut, 33 (2), 267-334. |
| [44] | Al-Ghamdi, Sharifa Saad and Flemban, Ghadeer Zain Al-Din. (2019). The effect of the interaction between the discovery pattern through mobile applications and cognitive methods in developing environmental awareness among primary school students, Journal of Educational and Psychological Sciences, 3 (29), December, 103-132. |
| [45] | Farsi, Fatima bint Abdul Aziz (2009): Virtual Labs, Journal of Educational Development, Issue (53), Ministry of Education, Sultanate of Oman, 14-15. |
| [46] | Farjoun, Khaled Mohamed (2018). Mixed reality magic paragraph technology and its role in enriching learning for fun, International Journal of Internet Education, December, 1-19. |
| [47] | Al-Qarni, Muhammad Owais. (2019). The effectiveness of teaching a proposed program in short literary texts using the seven-course constructivist learning strategy in developing some future thinking skills among secondary school students, Fayoum University Journal of Educational and Psychological Sciences, 235-309. |
| [48] | Al-Kahili, Ibtisam Masoud. (2015). The Effectiveness of Flipped Classes in Learning, Madinah: Dar Zaman for Publishing and Distribution. |
| [49] | Katfan, loyalty inside and Shawn, Hadi Katfan. (2020). The effect of using the tiered activities strategy on future thinking among second-grade students in science, International Journal of Humanities and Social Sciences, October, (16), 162-174. |
| [50] | Madi, Iman Hamdi (2011). The effect of using cognitive discrepancy schemes in developing genetics concepts and genetic problem-solving skills for tenth grade students, Ph.D. thesis, College of Education, Islamic University, Gaza. |
| [51] | Mukhtar, Ihab Ahmed (2016): The effectiveness of a program based on integration between computerized, virtual and traditional laboratories in developing the practical skills necessary for teaching chemistry at the secondary level among student teachers, Journal of the Egyptian Society for Scientific Education, No. (5), Volume (19), 173-212. |
| [52] | The National Center for E-Learning at the Supreme Council of Universities (2010): a guideline and application form for a request to provide a virtual laboratory for scientific courses in Egyptian universities, September 2010 Available At: http://ecenter.mans.edu.eg/doc/virtual_labs.pdf |
| [53] | Al- Nawasra, Omar Jamal (2020). The effect of employing the “smart” learning station strategy in developing future thinking skills and academic achievement among students in a historical topic, PhD thesis, Faculty of Education, Yarmouk University, Jordan. |
| [54] | Abu Safiya, Tayeb Ahmed. (2013). The effectiveness of educational podcast technology in teaching biology on the academic achievement of secondary school students, Journal of Specific Education Research, (32), October, 373-419. |
| [55] | Hani, Mervat Hamed (2016). The effectiveness of a proposed program in space biology to develop future thinking skills and reflective thinking skills among students of the Biology Division in the Faculties of Education, Journal of the Egyptian Society for Scientific Education, 19 (5), 65-122. |
| [56] | Yassin, Thana Muhammed (2021). The Effectiveness of a Constructive Model Enhanced by Distance Education Methods in Biology for Developing Contemplative Thinking Skills and Sustaining the Impact of Learning for Secondary School Students, Journal of Arab Studies in Education and Psychology, (136), August, 24-44. |
| [57] | Alister, J., Cathy., B., Rose, H., Saunders., K. (2012): Developing students future Thinking in Science Education, Research in Science Education, 4 (2), 1-45. |
| [58] | Carin, A. (2011). Teaching Modern Science, New Jersy, Merritt Prentice Hall jnc -Developing students’ futures thinking in science education., Research in Science Education., 3 (4), 356-367. |
| [59] | Hicks, D. (2f000). Education in Anew Area, U.S.A. Association for supervision and curriculum Development. |
| [60] | Jones, A., Buntting, C., Hipkins, R., McKim, A., Conner, L & Saunders, K. (2012). Developing students’ futures thinking in science education. Research in Science Education., 42 (4), 687-708. |
| [61] | Haroun, Tayeb Ahmed. (2013). The effectiveness of educational podcast technology in teaching biology on the academic achievement of secondary school students, Journal of Specific Education Research, (32), October, 373-419. |
| [62] | Lage, M., Platt, G., & Treglia, M. (2000): Inverting the classroom, A gatway to creating an inclusive learning environment. Journal of Economic Education, 31 (1), 30-43. |
| [63] | Nagel, D. (2013). The 4Pillars of flipped Classroom, The Journal, Transforming Education Through Technology, available at: http//thajournal.com/articles/2019/6/18report-the-4-pillars-of-the flipped-classroom.aspx, Retrieved: 28/11/2019. |
| [64] | Singh, G (2012). Computer Simulations of Quantum Theory of Hydrogen Atom for Natural Science Education Students in a Virtual Lab., Journal of Educational Technology Systems, 3 (40), 27-28. |
| [65] | Tracey, A.& Stuckey, M. (2007)." Virtual labs in the online biology course student's perceptions of effectiveness and usability", MERLOT Journal of Online Learning and Teaching, June, 2 (3), Available At: http://ru6.cti.gr/ru6/publications/72591064.pdf |
| [66] | Tsai, M&lin, H, (2016). The Effect of Future Thinking Curriculum on Future Thinking and Creativity of Junior High School Students. Journal of Modern Education Review, 6 (3), 176-182. |
| [67] | White, B (2012). The Virtual Genetics Lab II: Improvements to a Freely Available Software Simulation of Genetics., American Biology Teacher, May, 5 (4), 336-337. |
| [68] | Galal, Iman Fathy (2021). The effectiveness of teaching biology using REACT strategy in developing achievement, genetic problem-solving skills and motivation towards learning among secondary school students, Sohag University Educational Journal, 84 (84), April, 761-805. |
APA Style
Eman Saber Abdelkader Elazzab. (2022). Using Virtual Simulation Program via Flipped Classroom to Develop Genetic Problem Solving and Future Thinking Skills Among Secondary Stage Students. Teacher Education and Curriculum Studies, 7(1), 30-45. https://doi.org/10.11648/j.tecs.20220701.16
ACS Style
Eman Saber Abdelkader Elazzab. Using Virtual Simulation Program via Flipped Classroom to Develop Genetic Problem Solving and Future Thinking Skills Among Secondary Stage Students. Teach. Educ. Curric. Stud. 2022, 7(1), 30-45. doi: 10.11648/j.tecs.20220701.16
AMA Style
Eman Saber Abdelkader Elazzab. Using Virtual Simulation Program via Flipped Classroom to Develop Genetic Problem Solving and Future Thinking Skills Among Secondary Stage Students. Teach Educ Curric Stud. 2022;7(1):30-45. doi: 10.11648/j.tecs.20220701.16
Share This Article
Twitter
Linked In
Facebook
Copy
Download@article{10.11648/j.tecs.20220701.16,
author = {Eman Saber Abdelkader Elazzab},
title = {Using Virtual Simulation Program via Flipped Classroom to Develop Genetic Problem Solving and Future Thinking Skills Among Secondary Stage Students},
journal = {Teacher Education and Curriculum Studies},
volume = {7},
number = {1},
pages = {30-45},
doi = {10.11648/j.tecs.20220701.16},
url = {https://doi.org/10.11648/j.tecs.20220701.16},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20220701.16},
abstract = {The research aimed at using virtual simulation program via flipped classroom to develop genetic problem solving and future thinking skills among secondary stage students. It was relied on integrating virtual simulation programs and inverted classes because both are modern teaching strategies that fit with the nature of the current era and the spread of distance learning, especially after the Corona pandemic, and because they are appropriate to the nature of the dependent variables represented in solving problems and skills of future thinking, which require immersion and engagement in the learning process to acquire skill. The participants were a group of students (N=85) girls enrolled on the third-year secondary stage at Besha governorate, scientific section, in the first semester of 2021/2022, distributed into two groups: the control (N=42) and the experimental (N=43). The instruments were: (1) a test of genetic problems solving skills (prepared by the researcher) and (2) a test of future thinking skills (prepared by the researcher). The researcher followed the quasi-experimental method to the experimental design with the two groups: the control group (taught by the usual way) and the experimental group (taught by using virtual simulation programs via flipped classrooms), and the pre/post-application of the dependent variables (genetic problem-solving skills and future thinking skills). Results showed that using virtual simulation program via flipped classroom had a positive effect on developing genetic problem solving and future thinking skills. It’s recommended to train teachers and students on using virtual simulation programs in teaching and learning biology courses.},
year = {2022}
}
TY - JOUR T1 - Using Virtual Simulation Program via Flipped Classroom to Develop Genetic Problem Solving and Future Thinking Skills Among Secondary Stage Students AU - Eman Saber Abdelkader Elazzab Y1 - 2022/03/29 PY - 2022 N1 - https://doi.org/10.11648/j.tecs.20220701.16 DO - 10.11648/j.tecs.20220701.16 T2 - Teacher Education and Curriculum Studies JF - Teacher Education and Curriculum Studies JO - Teacher Education and Curriculum Studies SP - 30 EP - 45 PB - Science Publishing Group SN - 2575-4971 UR - https://doi.org/10.11648/j.tecs.20220701.16 AB - The research aimed at using virtual simulation program via flipped classroom to develop genetic problem solving and future thinking skills among secondary stage students. It was relied on integrating virtual simulation programs and inverted classes because both are modern teaching strategies that fit with the nature of the current era and the spread of distance learning, especially after the Corona pandemic, and because they are appropriate to the nature of the dependent variables represented in solving problems and skills of future thinking, which require immersion and engagement in the learning process to acquire skill. The participants were a group of students (N=85) girls enrolled on the third-year secondary stage at Besha governorate, scientific section, in the first semester of 2021/2022, distributed into two groups: the control (N=42) and the experimental (N=43). The instruments were: (1) a test of genetic problems solving skills (prepared by the researcher) and (2) a test of future thinking skills (prepared by the researcher). The researcher followed the quasi-experimental method to the experimental design with the two groups: the control group (taught by the usual way) and the experimental group (taught by using virtual simulation programs via flipped classrooms), and the pre/post-application of the dependent variables (genetic problem-solving skills and future thinking skills). Results showed that using virtual simulation program via flipped classroom had a positive effect on developing genetic problem solving and future thinking skills. It’s recommended to train teachers and students on using virtual simulation programs in teaching and learning biology courses. VL - 7 IS - 1 ER -
Email: