الفهرس 
الفصل الاوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
• Introduction :- ------------
All of us know the importance of laboratories, and the
laboratory work in stUdying and teaching science. This is
because the laboratory work seeks to achieve many cognitive,
psychomotor and affective objectives of teaching science.
Some studies maintained the effectiveness of the laboratory
and the role of the laboratory work in achieving these
objectives.
To achieve the importance of laboratories and the
laboratory work, their requirements must be provided. Any
shortage in any of these requirements hinders the
laboratories from achieving the objectives of the laboratory i
work.
These requirements are determined in facilities,
materials, equipment, preparing places, storing and the
laboratory safety inclUding safety equipment. Of these
requirements, technicians are the most important.
The trained laboratory technician is considered one of
the most important laboratory requirement to, maintain the
laboratory work success and to a~hieve its objectives slhe is
the first one responsible for preparing laboratories for
laboratory work; preparing materials and the required
equipment, preparing alternatives for the unprovided
equi~nt, besides, participating the teacher in preforming
many difficult laboratory activities.
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Furthermore, slhe is responsible for the laboratory
safety and those with him beside many functions and
technical roles that greatly affect succeeding the laboratory
work.
Consequently, the laboratory technician should be well
prepared before joining his work, and in service through
training him continually in the basic technical aspects and
the new ares in the field.
Some studies referred to a limitation in the system of
preparing those pre-service technicians, and, also, in their
in-service trai~ing system.
This resulted in lowering their performance level in the
necessary technical aspect for administrating laboratories
and the laboratory work.
This needs an interest to raise the level of those
technicians in these aspects through pre-service
qualification and in-service continuous training.
Research problem :-
The problem of the study is determined in the lowering
level of science laboratory technicians as for technical
competencies necessary for preforming the various tasks of
the laboratory work.
It is also determined in the shortage of in-service
training programs and in their weakness in providing for
these competencies.
To solve this problem, the following questions should be
answered :-
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1) What are the most important technical competencies
required by the science laboratory technicians at the
general education schools?
2) How can these competencies be improved among a sample of
those technicians?
3) What is the extent of self instruction effectiveness in
improving technical competencies in their cognitive and
psychomotor domains?
Research Hypothesis :- -------------------
1- There are significant statistical differences between the
sampl’s mean scores in the pre-evaluation and their mean
scores in the post-evaluation in favour of the postevaluation.
In terms of this hypothesis, there are two
SUb-hypothesis as follows :-
A- There are. significant statistical differences between
the mean score of the sample in the pre-evaluation of
the technical competencies.
B- There are significant statistical differences between
the mean score of the sample in the pre-evaluation and
theirs in the post evaluation in favour of the post
evaluation as for the psychomotor domain of the
technical competencies.
2- There is a significant positive correlation between the
sampl’s scores in the cognitive domain and theirs in the
psychomotor one of technical competencies in both of the
pre-and post-evaluation.
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Research procedures :-
To answer the research questions, the following procedures
are followed :-
1- Determining the most important technical competencies
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necessary for the laboratory technicians, through :-
A- Preparing ~ list of the required technical competencies
for the science laboratory technicians, in the light of
the following sources.
(1) Theoretical study of the laboratory nature and the
requirements of the laboratory work.
(2) Reviewing previous studies that dealt with
laboratories, their technicians and their results
of these studies.
(3) Analyzing the technical roles of the science
laboratory technicians.
(4) Recognizing points of view of those specialists in
the field of laboratories and science.
B- Judging the list by presenting it to a large number of
those specialists in laboratories science teachers, and
laboratory technicians so as to determine the importance
of each competency and to arrange these ones according
to their importance.
c- Classifying the competency list into three ranks,
through ratio weight for each one and choosing the most
important competencies that have got the first rank.
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2- Enhancing the chosen technical competencies, through :-
A- Designing self-instruction modules for the chosen
competencies as tollows :-
( 1) Determining the objectives of the modules.
(2) Determining the topics for each module.
(3) Determining the basic components of modules.
(4) Validating the modules by presenting them to a Jury
and through pre-experiment application.
(5) Putting the modules in their final form for field
application.
B- Preparing. pre-post evaluation tools of the technical
competencies in their cognitive and psychomotor domains
as follows :-
(1) Preparing a test in the cognitive domain of the
chosen technical competencies.
(2) Preparing a checklist for the psychomotor domain for
these competencies.
3- Choosing a random sample of the science laboratory
technicians working at the general education schools.
4- Conducting the pre-evaluation tools i.e. [The test and the
checklist] on the sample.
S- Training the sample on the chosen technical competencies
through the ,use of the prepared self-instruction modules.
6- Conducting the evaluation tools after studying the modules
by the sample.
7- Listing the results and treating thea statistically.
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CONCLUSION :-
The research ha~ revealed the following results :-
1- There are statistically significant differences between
the mean scores of the sample in the pre-evaluation’ and
theirs in the post-evaluation in favour of the postevaluation.
This is in the technical competencies with their
cognitive and psychomotor domains.’ It is significant at the
level 0.01. This indicates that these differences are not due
to chance, but to the study of the modules.
2- Self-instruction modules proved to be effective in the
training of in-service science laboratory technicians so
as to acquire cognitive and psychomotor technical
competencies.
As the sample studied these modules, their level of
technical competencies has developed. This means that these
modules are effective in improving these technical
competencies.
3- There is a significant positive correlation at the level
0.01 between the subjects scores in the cognitive domain
and theirs in the psychomotor domain of the technical
competencies in,both pre-evaluation and post one.
This does not mean a cause and effect relation, but it
indicates that the change in the psychomotor doaain of the
technical competenci.. is related to the change in the
cognitive domain of these competencies.