Using Virtual Simulation Program via Flipped Classroom to Develop Genetic Problem Solving and Future Thinking Skills Among Secondary Stage Students

Abstract

The research aimed at using virtual simulation program via flipped classroom to develop genetic problem solving and future thinking skills among secondary stage students. It was relied on integrating virtual simulation programs and inverted classes because both are modern teaching strategies that fit with the nature of the current era and the spread of distance learning, especially after the Corona pandemic, and because they are appropriate to the nature of the dependent variables represented in solving problems and skills of future thinking, which require immersion and engagement in the learning process to acquire skill. The participants were a group of students (N=85) girls enrolled on the third-year secondary stage at Besha governorate, scientific section, in the first semester of 2021/2022, distributed into two groups: the control (N=42) and the experimental (N=43). The instruments were: (1) a test of genetic problems solving skills (prepared by the researcher) and (2) a test of future thinking skills (prepared by the researcher). The researcher followed the quasi-experimental method to the experimental design with the two groups: the control group (taught by the usual way) and the experimental group (taught by using virtual simulation programs via flipped classrooms), and the pre/post-application of the dependent variables (genetic problem-solving skills and future thinking skills). Results showed that using virtual simulation program via flipped classroom had a positive effect on developing genetic problem solving and future thinking skills. It’s recommended to train teachers and students on using virtual simulation programs in teaching and learning biology courses.