Attitudes of Science Teachers for Gifted Students towards the Virtual Laboratory and the Challenges they face from their Viewpoint

Abstract

This study aimed to identify the attitudes of science teachers for gifted students towards the virtual laboratory and the challenges they face from their viewpoint. The study ultimately depended on the descriptive analytical method. Moreover, the study population included a number of (185) male as well as female teachers who work in public schools in Karak Governorate, while the study sample included (56) male as well as female teachers. They were chosen randomly. Furthermore, this study’s results ultimately reflected that science teachers' attitudes towards the virtual laboratory recorded a positive level with an arithmetic mean of (3.47). The challenges that ultimately face science teachers for gifted students in the use of virtual laboratory recorded a high level, with an arithmetic mean of (3.94). Besides, the results also reflected the absence of statistically significant differences concerning teachers' attitudes towards the virtual laboratory according to these variables: (gender - academic qualification - job experience). The obstacles facing science teachers for gifted students in the virtual laboratory recorded a high level and with an arithmetic mean of (3.94). The results also reflected that there were no statistically significant differences in teachers' attitudes towards the virtual laboratory, according to the variables: (gender, educational qualification, and job experience). The study recommended the necessity of holding courses as well as workshops for teachers and students to develop their attitudes towards the virtual laboratory, and to train them on how to use it, and to provide virtual laboratories to include all schools. The study also recommended the necessity of modifying science curricula to match its application in the virtual laboratory.