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س The effect of using physics virtual laboratories on students' achievement and scientific imagination in Jordan universities Prepaired by: Awwad Mohammad Khair Abu Zaineh Supervised by : Prof. Jawdat Ahmad Saadeh ABSTRACT This study aimed at identifying the effect of using physics virtual laboratories on students' achievement and scientific imagination in Jordan universities. The study questions were as follows: - Does the achievement of university students in Physics laboratories differ according to the teaching method ( virtual laboratory, usual laboratory). - Does the achievement of university students in Physics laboratories differ according to the supervising authority (public university, private university) - Does the scientific imagination of university students in Physics laboratories differ according to teaching method (virtual laboratory, usual laboratory).

ع - Does the scientific imagination of university students in Physics laboratories differ according to the supervised authority (public university, private university). The study population consisted of all Jordanian public and private universities which were (29) universities, while the sample was chosen randomly with (20) students in each group, and with a total of (80) students in the four groups. The chosen sections were distributed into two sections: (control group) and (experimental group). The first section was taught by using virtual laboratory method, and the second section was taught using by usual laboratory. The researcher developed two tools for this study, the first one was an achievement test which consists of (40) items and the second one was science imagination scale with (43) items. To ensure the content validity of tools, they were distributed to a group of jury who specialized in physics, and curriculum and teaching methods. Reliability coefficient factor for the achievement test was computed by using Kuder-Richardson(KR-20) which was found to be (0.87), while Reliability coefficient factor toward science fiction scale was computed using Pearson method (R) which was found to be (0.78), while Reliability coefficient factor of virtual scale was computed using Kronbach Alpha (K-α) which was found to be (0.78) too.

ف Data was analyzed using 1-ANCOVA. Results revealed the followings: - There is statistically significant difference at (α 0.05) between the mean of the achievement test, in favor of experimental group that studied using virtual laboratory. - There is no statistically significant difference at (α 0.05) between the mean of the achievement test according to supervised authority variable (public university, private university). - There is statistically significant difference at (α 0.05) in scientific imagination, in favor of the experimental group that studied using virtual laboratory. - There is no statistically significant difference at (α 0.05) in scientific imagination between the two groups according to supervised authority variable (public university, private university). The study recommended the followings : - Conducting training programs to physics university instructors about using virtual laboratories. - Conducting new studies about using the virtual laboratory on new concepts in physics as mechanic experiments, heat and light experiments. - Conducting new studies about using the virtual laboratory on chemistry, biology, and geology.

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111 : (8) ةرادإ ةدايقو ةیوبرت ذاتسلا ا روتآدلا دبع يتايبلا -1 جهانم قرطو سیردت ذاتسلا ا روتآدلا دومحم رهولا -2 جهانم قرطو سیردت روتآدلا يزاغ ةفيلخ -3 جهانم قرطو سیردت ةروتآدلا ةمطاف رفعج -4 جهانم قرطو سیردت روتآدلا دومحم يدیدحلا -5 جهانم قرطو سیردت روتآدلا دلاخ ةریارصلا -6 جهانم قرطو سیردت ةروتآدلا ةينوع ةنينس وبأ -7 جهانم قرطو سیردت ةروتآدلا كزان تاشيطق -8 ءایزيف روتآدلا دبع قلاخلا يدامصلا -9 ءایزيف روتآدلا ماسب ةدوج -10 ءایزيف روتآدلا ديفم يبرغملا -11 ءایزيف ليبحرش روتآدلا سنوی -12 ءایزيف ةملاس للابروتآدلا -13 ءایزيف روتآدلا دنهم ناعدج -14