الفهرس 
الاطار العام للبحثيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
First: summary
In the light of rapid consequent change of information and knowledge resulting from information revolution in which we live now, the world lives now in a great scientific and technological revolution. It has great effects on various aspects of our life. Education is required to look for new techniques and educational models to face various challenges including the increasing demand for education and the shortage of educational institutions, in addition to the increasing amounts of information in all and various aspects of knowledge; say nothing of the necessity of making use of technological developments in the field of education.
With the rise of e-learning and hypothetical learning as a modern pattern of education imposed by scientific and technological changes that the world witnesses now, the traditional methods and ways are unable to keep up with it. It’s become an urgent need to adopt another kind of education that keeps up with the developments of the time and helps students improve their mental abilities and scientific skills in all sciences. Science as a school subject is one of the best school subjects that help students improve their practical skills; since practical skills are considered one of the main objectives of teaching science. Teaching science differs from teaching of other school subjects since it’s related to and interested in undertaking laboratory activities and experiments. The connection between teaching science and undertaking activities supports and enriches teaching. Science lab is considered a part and parcel of science teaching. It’s the beating heart in the teaching of science in various educational stages. The importance of labs and of laboratory aspect in the teaching of science increases with the increasing importance of experimentation made by students in these labs. Scientific research and scientific processes skills are among the most important and desired consequents of learning for those studying science. Experimentation is the most important and precise step of scientific thinking, through which we test the validity of hypotheses proposed by learners in order to solve scientific problems in teaching of sciences. (Huda Abdel-Hamid, 2009, 129).
Teaching of science is most related to modern technological techniques in the scientific and applied fields since it uses various electronic programs that simulate experiments in the computer using different images and drawings that express the experiment to be made and undertaken. Science includes laboratory experiments and lessons that can’t be imagined in reality.
Of the most important modern techniques that have shown up recently is th hypothetical learning that resulted from great knowledge revolution represented in its application of all forms of new technologies in all fields of knowledge in general, and in the field of learning in particular.
Hypothetical learning results in the acquisition of experience as a result of experimental situations undertaken by the learner himself. There’re attempts from the part of experts of education to employ hypothetical learning to serve in pedagogical and educational purposes (Abdel-Hamid Basyoni, 2002, 134).
Real learning setting is the best for learning. However, it’s sometimes difficult to provide such setting either because of its difficulty, its distance, its rarity, its riskiness, or its complexity. Hence, the alternative artificial setting is the best for learning. E-learning settings are among these alternative settings. (Mohammed Attiya, 2003, 325).
Hypothetical learning technology is considered one of the newest educational technologies that are based on computer; it provides a hypothetical learning setting, and it’s proven its efficacy in the field of pedagogy. (Mohammed Abdul-Wahhab, 2007, 4).
Of the most important kinds of hypothetical learning that prevailed lately are simulation and hypothetical labs. It’s of the most prominent fields that can be employed in science.
Problem of the study
Despite of the importance of labs in teaching of science, there’s a great shortage in the use of school labs in most of schools which prevent science from achieving its most important goals; namely practical skills and science processes.
In the light of the above mentioned, there’s an obvious shortage in the equipments of science labs as to physical, material, and human potentials. This prevents the achievement of the objectives of teaching science concerning practical skills and science processes.
Hence, problem of this study is represented in the investigation of the impact of using hypothetical labs to develop practical skills and science processes for elementary school students.
Based on the above mentioned, the researcher identified the problem of the study in the following main question:
What is the impact of using hypothetical labs on the development of practical skills and science processes in science for elementary school students?
from this question, we derive the following sub-questions:
1- What are the practical skills to be acquired by elementary school students through teaching of science?
2- What are the skills of science processes to be acquired by elementary school students through teaching of science?
3- What’s the proposed conception of the design of hypothetical lab used to teach science for elementary school students?
4- What is the impact of using hypothetical lab on the development of practical skills of elementary school students?
5- What is the impact of using hypothetical labs on the development of science processes in science for elementary school students?
Hypotheses of the study:
1- There’re statistically significant differences between the mean scores of students of the sample in the results of pretest and post test using the electronic observation card of practical skills favoring the post application.
2- There’re statistically significant differences between the mean scores of students of the sample in the results of pre and post application as to the measure of science processes favoring the posterior application.
3- There’re statistically significant differences between the mean scores of students of the sample in the results of pre and post application in the achievement test favoring the posterior application.
Terminology of the study:
Hypothetical lab
The researcher came to the following procedural definition:
The hypothetical lab:
It’s a hypothetical learning setting simulating real labs to apply practical activities without risks and with a minimum cost. It helps to repeat and apply activities through the use of CDs that can be used in and out of school. It helps students improve their practical skills and some science processes in the science subject for sixth grade elementary school students.
Laboratory skills:
The researcher defined practical skill as the performance of the student as a result of repeating various practical activities in the lab through training so that he’s able to perform it correctly in the lab by himself.
Science processes:
Hanan Mohammed Hashim Al-Saied (2007, 48) defines it as the mental processes practiced by elementary school students in order to come to information and data related to a specific phenomenon or problem, in addition to organization of these information and finding the relations between it, presentation of explanations and expectations through use of data, in order to describe and explain a specific phenomenon or to solve a problem. It is measured through a test that measures basic science processes.
The researcher adopted the definition of Hanan Mohammed Hashim Al-Saied since it conforms to the kind of the study.
Procedures of the study:
To answer questions of the study and to validate its hypotheses, the study is undertaken according to the following steps and procedures:
First: specification of practical skills and science processes that should be acquired by elementary school students in science through the following:
- Specification of a list of practical skills.
- Analysis of science curriculum for sixth grade elementary school.
- Analysis of the characteristics of sixth grade elementary school students.
- Study of the nature of science processes and practical skills.
- Presentation of the final form of practical skills and validation of its validity and reliability.
- Presentation of the final form of science processes and validation of its validity and reliability.
Second: presentation of the proposed conception of the hypothetical lab in the light of what we’ve come to in the preceding step.
- Specification of the general objective of hypothetical lab.
- Identification of procedural aims of the lab.
- Identification of learners’ characteristics.
- Identification of educational content presented to learners.
- Identification of interactional activities.
- Test of the model of educational design.
- Initial design of educational scenario.
- Presentation of this scenario to experts and specialists.
- Presentation of the final scenario.
- Production of the hypothetical lab through what follows:
1- Selection of the formation system.
2- Initial design.
3- Initial experimentation.
4- Final setting.
Third: determination of the impact of hypothetical lab on the development of practical skills and science processes for elementary school students through the following:
- Preparation of observation card to measure practical skills and presentation of it to referees to make sure of its validity.
- Preparation of science processes measure and presentation of it to referees to make sure of its validity.
- Preparation of cognitive achievement test.*
- Selection of the sample group, and prior and posterior application of the program to this group.
- Pre-application of assessment tools (observation cards, science processes measure and achievement test) and recording the initial results of all the subjects of the sample.
- Prior use of activities included in the curriculum in the traditional labs with experimental group.
- Posterior use of activities included in the curriculum in the hypothetical lab with experimental group using computers.
- Post-application of assessment tools and recording the results to identify the outcomes of post-application.
- Recording of results, handling it statistically, discussing its pedagogical significance.
- Presentation of recommendations and suggestions based on the findings of the study.
Secondly: findings of the study:
The present study confirmed the validity of study hypotheses. Results are as follows:
1- There’re statistically significant differences between the mean scores of students of the sample in the results of pretest and post test using the electronic observation cards of practical skills favoring the post application.
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* Cognitive achievement is one of the variables specified in the title. However, the researcher prepared an achievement test to be applied as a pre test and posttest to the sample to make sure that using hypothetical labs has positive effects on achievement and not the contrary, in addition to other educational outcomes in which the study is interested (namely, practical skills and science processes skills).
2- There’re statistically significant differences between the mean scores of students of the sample in the results of pre and post application as to the measure of science processes favoring the posterior application concerning the five dimensions of science processes (observation – inference – classification – measurement – use of numbers).
3- There’re statistically significant differences between the mean scores of students of the sample in the results of pre and post application in the achievement test favoring the posterior application concerning the three levels of achievement (recall – understanding – application).
Third: recommendations:
Based on the findings of this study and in the light of its sample and tools, it can be said that this study recommends the following:
1- Training science teachers on the use of hypothetical labs to achieve learning outcomes of this curriculum.
2- Inclusion of practical skills and science processes in science curricula for all educational stages since it’s very important for students.
3- Necessity to use hypothetical labs in other school stages to teach science.
4- Making use of this study in the design of and production of hypothetical labs programs.
5- Making use of this study in the selection of particular educational design for every educational stage.
Fourth: suggested studies and researches:
The researcher has come to many problems are to be studied and investigated during her work on this study:
1- The efficacy of a training program prepared for science teachers that’s based on the use of hypothetical labs.
2- Proposed program for the development of practical skills and science processes for student teacher, science department in faculty of education.
3- The efficacy of hypothetical labs in science teaching for the development of students attitudes towards science.
4- The efficacy of hypothetical labs in science teaching science for the development of visual cues (photo – flashlight – written text – sound)
5- Conducting of researches that handle the relation between hypothetical lab and characteristics of learners, and its effects on various learning outcomes throughout different educational stages.