The Degree to Which Teachers Use Technological Educational Aids in Biology for the Fourth Grade of Middle School and its Impact on the Acquisition of Scientific Concepts and Thinking

Abstract

This study aims to investigate the effects of teachers incorporating technological educational tools into the biology curriculum for fourth-grade middle school students. Specifically, it seeks to examine how this integration influences the acquisition of concepts and the development of scientific thinking skills. The study population included all secondary school biology teachers in four educational regions. A simple random sample was used, based on the records of the Ministry of Education in Iraq. The data from this research was analysed using SPSS 21, a statistical package commonly used in the social sciences. The study revealed a significant impact on students' acquisition of scientific concepts and thinking because of using educational technology tools. This study's findings are anticipated to make a valuable contribution to the ongoing discussion on pedagogical practices. By emphasising the correlation between the utilisation of technological resources and students' grasp of concepts and scientific thinking skills, educators and policymakers can make well-informed choices regarding the incorporation of technology into biology classrooms. The involvement of teachers and students in this study will not only contribute to their knowledge but also serve as inspiration for future research and educational initiatives focused on using technology to improve science education.