ניסויים פיזיים לעומת ניסויים מדומים בהוראת המדעים: עמדות ובצועים של מורים למדעים וסטודנטים להוראת המדעים בחברה: Physical Experiments vs. virtual Experiments in Teaching Science : Attitudes and performance of in-service and pre-service science teachers in the Arab society in Israel

Abstract

The study examined the attitudes of in-service and pre-service science teachers in the Arab society in Israel regarding the question whether the innovative approach to using computer-aided simulation experiments is more effective than using physical ones. Moreover, this research examined the use of the laboratory as part of the science education system, from elementary schools to teacher education colleges. Two questionnaires were administered, one for the pre-service teachers and the other for the in-service teachers. The questionnaires were anonymously administered to 76 participants. The main research findings were as follows: Science teachers in primary schools and pre-service teachers in the Arab society in Israel do not consider the virtual experiments an independent substitute that can replace physical experiments. The pre-service students' attitudes regarding physical laboratory experiments and simulation experiments are significantly influenced by their academic training. This finding is in line with studies that showed that practical training has a direct influence on attitudes. The findings also indicate that science teachers in Arab schools do not practically apply their positive attitudes towards teaching through a laboratory, whether physical labs or virtual, in contrast to studies that showed that teachers' attitudes do influence actual application. The analysis of the findings demonstrates that lack of adequate infrastructure in the school under study is one of the reasons for the failure to implement their attitudes towards teaching through experiments.