Unlike virtual classrooms that have received extensive research attention in both academic and practical contexts because of their ability to improve students’ outcomes, the use of advance organizers are still in need for more research to prove their efficacy in fulfilling expected learning outcomes in these virtual classrooms. Hence, the present study aims to identify the impact of using such organizers in virtual classrooms on the development of students’ integrated science process skills. The present study was applied to 64 students who were studying for their Master’s degree in the vocational education techniques in the ”Research Project” course. Participants were randomly divided into two equal experimental groups with 32 students in each. An assessment card of five main domains was used to evaluate students’ skills in research procedural definition, identification and control of the research variables, questions and/or hypotheses, procedures and experimentation besides research interpretation of the results. Data analysis showed that the use of advance organizers in virtual classes was of great effect on the development of participants’ integrated science process skills because skills of students in the first experimental group were better mastered than the skills of their peers in the second experimental group in accordance with the subskills in the five domains.

中文翻译：

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虚拟教室中的先行组织者对综合科学过程技能发展的影响

虚拟教室因其提高学生成绩的能力而在学术和实践中受到广泛的研究关注，而与此不同的是，高级组织者的使用仍需要更多的研究来证明其在虚拟教室中实现预期学习成果的功效。因此，本研究旨在确定在虚拟教室中使用此类组织者对学生综合科学过程技能发展的影响。本研究适用于“研究项目”课程中职业教育技术硕士学位课程的 64 名学生。参与者被随机分为两个相等的实验组，每组 32 名学生。除了对结果的研究解释之外，还使用五个主要领域的评估卡来评估学生在研究程序定义、研究变量的识别和控制、问题和/或假设、程序和实验方面的技能。数据分析表明，在虚拟课堂中使用高级组织者对参与者综合科学过程技能的发展有很大影响，因为第一实验组的学生比第二实验组的同龄人更好地掌握了技能。符合五个领域的子技能。