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), 2022. Published by Science Publishing Group |
Virtual, Simulation, Flipped Classroom, Genetic, Problem Solving, Future, Thinking, Biology
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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
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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 -
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