الفهرس 
الفصل الثانىيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Summary
SUMMARY OF THE STUDY
Because computer’s role has been widely increasing in the instructional in the instructional process, especially simulation programs, its effect on learning is great. The reefer, these programs are considered from the most important uses in learning psychology. Simulation offers situations that can not be presented in reality, such as atomic reactions, physical the Aries and heredity experiments. This is because these are very dangerous in reality or they cost a lot of money as well as a long time to be occurred.
Simulation programs have been used in science and match courses where in science and math courses where the student performs the experiment as if he is in a real lab. Time is shortened and costs are over command as well as being in secure from the accompanying dangers of the real experiments.
Because heredity plays an important role in our modern time and in the progress of biological sciences in particular, it gained a great interest from scientific curricula planners as well as researchers. Many studies in scientific education are concerned with studying the difficulties faced by secondary students in their study of the readily especially solving heredity problems.
The Problem:
The problem of the present study is stated in answering the following question:
”What is the effect of computer simulation program on first secondary students performance in genetics problem solving tasks?
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Summary.
1-Is there a statistical significant difference in performance concerning the tasks of solving the problems related to the first law of Mendel (monohybrid) between the means of the experimental group and the control group immediately after carrying out the program?
2-Is there a statistical significant difference in performance concerning the tasks of solving the problems related to the second law of Mendel (dihybrid) between the means of the experimental group and the control group immediately after carrying out the program?
3-Is there a statistical significant difference in performance concerning the tasks of solving the problems related to the incomplete dominance between the means of the experimental group and the control group immediately after carrying out the program?
4-Is there a statistical significant difference in performance concerning the tasks of solving the problems related to the selective fertilization between the means of the experimental group and the control group immediately after carrying out the program?
5-Is there a statistical significant difference in performance concerning the tasks of solving the problems related to the chromosomes theory between the means of the experimental group and the control group immediately after carrying out the program?
6-Is there a statistical significant difference in performance concerning the tasks of solving the problems related to the total score of the test between the means of the experimental group and the control group immediately after carrying out the program?
Summary
7- Is there a statistical significant difference in performance concerning the tasks of solving the problems related to the total score of the test between the experimental group after applying the program and the same experimental group in the follow up?
Objectives:
1-To present computer-simulation program for treating students short coming in problem-solving, in first year secondary biology course.
2-To test the effectiveness of a suggested program in biology problem solving.
Importance:
1-It can help easily in solving problems genetics.
2-This study can be a model to be followed in designing computer-simulation programs in other subjects.
Hypotheses:
1-There is a significant statistical difference the experimental group and the control group in the monohybrid in the main of performance scores in solving problems between the experimental group and the control group after carrying out the program for the experimental group.
2-There is a significant statistical difference in the dihybrid in the main of performance scores in solving problems between the experimental group and the control group after carrying out the program for the experimental group.
3-There is a significant statistical difference incomplete dominance in the main of performance scores in solving problems between the
Summary
experimental group and the control group after carrying out the program for the experimental group.
4-There is a significant statistical difference in selective fertilization in the main of performance scores in solving problems between the experimental group and the control group after carrying out the program for the experimental group.
5-There is a significant statistical difference in chromosomes theory in the main of performance scores in solving problems between the experimental group and the control group after carrying out the program for the experimental group.
6-There is a significant statistical difference total score of the test in the main of performance scores in solving problems between the experimental group and the control group after carrying out the program for the experimental group.
7-There is no statistical significant difference between the means of performance cores in the tasks of solving problems related to the total score of the test between the experimental group after applying the program and the same group in the follow up.
Scope:
1-A unit from the first year secondary stage, biology genetics.
2-Study sample includes first year of secondary school students in Bertha zone.
Subjects:
A randomly selected sample (n=70) students from two class first year secondary stage in Benha secondary school for boys was chosen;
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Summary
one was taught by a traditionaly way while the other by computer simulation.
Tools:
1-A computer simulation program from first years secondary stage biology unit, prepared by the researcher.
2-Two tests (a) and (b) for solving problems in genetics by the researcher.
Procedures:
1-Choosing one unit from biology syllabus of first year secondary school.
2-Selecting problems involved in genetics.
3-Programming these problems by computer — simulation.
4-Judging the program and adjusting it in the light of jury views.
5-Building up problem — solving test in biology for selected units a & b.
6-Choosing the sample of the study and dividing it into two groups experimental group and control studying the program traditionally.
7-Applying the test before the experiment to the two groups as a pre- test.
8-The researcher himself taught the two group the experimental and the control in the academic year 2001/2002.
9-Applying the problem — solving test (a) on the two groups after carrying out the program.
10-Applying the problem — solving test (b) after the follow — up.
11-Statistical treatment for data.
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Summarily
RESULTS
1-There are significant statistical differences at level 0.01 in monohybrid in the means of the performances scores in problem solving tasks between the of experimental group and the control group immediately after applying the program for the favor of the experimental group.
2-There are significant statistical differences at level 0.01 in dihybrid in the means of the performances scores in problem solving tasks between the of experimental group and the control group immediately after applying the program for the favor of the experimental group.
3-There are significant statistical differences at level 0.01 in complete dominance in the means of the performances scores in problem solving tasks between the of experimental group and the control group immediately after applying the program for the favor of the experimental group.
4-There are significant statistical differences at level 0.01 in selective fertilization in the means of the performances scores in problem solving tasks between the of experimental group and the control group immediately after applying the program for the favor of the experimental group.
5-There are significant statistical differences at • level 0.01 in chromosomes theory in the means of the performances scores in problem solving tasks between the of experimental group and the control group immediately after applying the program for the favor of the experimental group.
Summary
6-There are significant statistical differences at level 0.01 in total score of the test in the means of the performances scores in problem solving tasks between the of experimental group and the control group immediately after applying the program for the favor of the experimental group.
7-The are no significant statistical differences in the means of the performance scores in problem — solving tasks between the experimental group immediately after applying the program and the same experimental group in the follow — up.