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3
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67
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24
This study was conducted to identify the effects of virtual experiment technique on seventh grade students' electricity achievement and attitudes towards science laboratory. The subjects were 69 seventh grade students in two classes of the same teacher. Randomly assigned experimental group students received virtual experiments oriented instruction, whereas control group students performed physical experiments. Achievement test and attitude scales were given as pretests prior to instruction and as posttests after four weeks of instruction. Two separate covariance analysis were conducted in this study and both of them indicated statistical significant differences. In accordance with these significant results, it can be concluded that virtual experiments have a substantial role in education by providing safe medium and interactive genuine models for students. Therefore, it is suggested that virtual experiments can be used in different contexts and various steps of education whenever possible
this study was carried out to identify the effects of virtual experiment technique on lovingth grade students039 critical and attitudes towards science laboratory the subjects were 69 lovingth grade students in two classes of the same teacher randomly illicit group students received academically trained instruction whereas control group students managed to test and manage scales were given as pretests prior to instruction and as posttests after fur weeks of instruction two separation covariance analysis were carried out in this study and both of them abstract significantly reduced appetite with compliance with these important results that are possible because of the virtual skills in different ways to create a variety of alternative tricks and challenges
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