| Popis: |
This study examines how virtual laboratory improves and enhances 8th grade students’ spatial ability to learn electricity-related subjects in the Sultanate of Oman. As for the instrument a quasi-experimental pre-test and post-test were used to analyse the data obtained from forty school girls aged 14-15. The findings demonstrate that the virtual lab, as opposed to the physical one, developed students' mental turning, spatial imagining and spatial skills. The results emphasise that by using the virtual laboratory, pupils are able to visualise non-perceptible phenomena and processes, and that the virtual lab, unlike the physical lab, develops higher level thinking skills, self-confidence and imagination of primary school students. The results are statistically significant for the experimental group, who actually learned and performed more quickly than the control group. The study recommends that a future study be conducted on how virtual laboratory effects 8th grade students’ cognitive and conceptual abilities in physics and electricity. |
