Impact of Utilizing the Real and Virtual Laboratories in Teaching Science on the Development of Concepts, Positive Thinking and Scientific Practical Skills among the Preparatory Stage Students

The present study aims to investigate the impact of utilizing the real and virtual laboratories in teaching science on the development of concepts, positive thinking, and scientific practical skills among the preparatory stage students.
The educational materials, i.e. a teacher's guide on utilizing the virtual laboratory and student worksheets were prepared. In addition, the research tools, including scientific concepts' test, positive thinking skills' scale, and scientific practical scale were employed. The sample was selected, the evaluation tools were pre-tested, the study was conducted, the evaluation tools were post-tested, and the data were obtained for statistical processing.
 Results showed that there were no statistically significant differences between the mean scores of the experimental and control groups' members in the post-test of scientific concepts. However, there were statistically significant differences in the post-test of positive thinking in favor of the experimental group. Regarding the scientific practical skills, the members of the control group surpassed those of the experimental group in recognition skill, while the experimental group's members excelled at drawing and scrutiny skills.