The Reality of Using Virtual Labs in Teaching Advanced Biology Curricula in Developing Higher-Order Thinking Skills (HOTS) among Female Teachers at Secondary Level in Al-Kharj
Table 7
The responses of the sample members on the second domain of the questionnaire.
No.
Using VLs in developing higher thinking skills
Arithmetic mean
Standard deviations
Approval degree
1
Apply higher-order thinking strategies while teaching the advanced biology curricula using VLs
2.98
0.6
Medium
2
Allow all students to conduct experiments by themselves using VLs
3.07
0.67
Medium
3
I encourage students while conducting experiments using VLs to propose as many solutions as possible
3.09
0.65
Medium
4
I provide opportunities for students to analyze and judge opinions and perspectives
3.13
0.65
Medium
5
While using VLs, I encourage students to reflect on their learning
3.43
0.79
Large
6
Training students to apply scientific thinking steps using VLs
3.17
0.64
Medium
7
Encourage students to think out loud while conducting experiments using VLs
2.98
0.94
Medium
8
I encourage students to ask self-questions (before-during-after) learning
3.13
0.73
Medium
9
Train students on metacognitive skills (planning-monitoring and control-evaluation) while conducting experiments using VLs
3.35
0.73
Medium
10
Use thought-provoking simulation software for VLs to teach various topics of the advanced biology curricula
3.19
0.68
Medium
11
Use constructive evaluation methods to measure the higher thinking skills of the students while they are using the VLs
3.11
0.77
Medium
12
Apply higher-order thinking strategies while teaching the advanced biology curricula using VLs
