الفهرس 
مدخل إلى البحث وخطة الدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
This research aims to investigate the effect of interaction between
electronic simulation types and cognitive style in acquiring technological concepts and developing technological creative skills for ninth grade in Gaza. The researcher has designed and developed the experimental treatments:
(Procedural simulation program, Process simulation program) The tools of the
study included (Technology concepts test, Technology creative skills test,
Wiken test for included figures), These tools was prepared by the
researcher, and measured their validity and reliability .The sample of the
study consisted of (80) female ninth graders at Hassan Salama school (A)
ministry of Palestinian higher education. Figure test was applied . The
sample was divided into (independent - dependant) on cognitive domain
according to their marks.
The researcher used Descriptive approach at the stage of study and
analysis, and the Experimental approach in the testing phase, to
investigate the effect of interaction between types of electronic simulation
and cognitive style on acquiring technological concepts and developing
technological creativity, with confirming extraneous variables during
application to exclude its interfering with independent variable. The
researcher adopted Mohammed Atiya Khames (2007) to design educational
program. The study reached the following results:
1- There were significant differences at (a ≥ 0.05) between mean scores of
students who learned through procedural electronic simulation and students
who learned through process electronic simulation in acquiring technology
concepts and on developing technology creative skills attributed to the
effect of electronic simulation type in program in favor of students who
learned through procedural electronic simulation.
2- There were significant differences at (a ≥ 0.05) between mean scores of
independent students and dependant students in acquiring technology
concepts and developing technology creative skills attributed to learning
style in favor the independent students.
3- There were no significant differences at (a ≥ 0.05) between mean scores of students in acquiring technology concepts and developing technology
creative skills attributed to the interaction of electronic simulation types and learning style.