Develop Design Thinking and Technological Acceptance towards the Internet of Things for Chemistry Student-Teachers at the College of Education and its Impact on their Teaching Practices via Virtual Laboratories (A Model)

The research aims to investigate the effect of a training program in the light of the "TPACK" framework on developing design thinking and technological acceptance towards the Internet of Things (IoT) and teaching practices via virtual laboratories of student-teachers at Chemistry Department, Faculty of Education. To achieve the goal of the research, a list of both design thinking skills, the dimensions of technological acceptance towards IoT and teaching practices via virtual laboratories that must be developed by student-teachers of the Chemistry Department were prepared. The proposed training program was also prepared in light of the "TPACK" framework, as its procedural objectives were formulated. Its scientific foundations, content, training strategies, activities, learning resources, and evaluation methods were organized. Trainer and trainee guides were prepared according to the training program. The research depended on experimental design based on one group with conducting pre- and post-measurements of research instruments. The research group consisted of (15) student-teachers who enrolled in the course of methods of teaching science (2) in the fourth year of the Chemistry Department of the Faculty of Education, Kafr El-Sheikh University. The research instruments were pre-administered. These are a test of design thinking skills, a scale of technological acceptance towards the IoT, a test of the cognitive domain, an observation checklist of teaching practices via virtual laboratories. Then the training treatment was introduced to student-teachers through the proposed program, and after completing it the research instruments were post-administered. The data were statistically analyzed using non-parametric methods. The research results revealed that there was a statistically significant difference at the (a £ 0.05) level of significance between the mean ranks of the scores of the trained chemistry students-teachers in the pre and post administration of (the test of design thinking skills, the scale of technological acceptance towards the IoT, the test of the cognitive domain, the observation checklist of teaching practices via virtual laboratories) in favor for the post-administration. The most important recommendations are the necessity of developing programs for preparing science teachers (chemistry - physics - biological) before service in faculties of education in the light of the principles of the "TPACK" framework. The training programs should aim to develop the capabilities of students-teachers to integrate technology and its electronic and virtual tools and implementing them in the process of teaching science content. Moreover, it is necessary to design a course for teaching methods of science in the final years (the third and fourth divisions) in the faculties of education in the light of the philosophy of the "TPACK" framework, to develop design thinking and teaching practices at students-teachers via IoT applications (virtual classes/labs).