WEAKNESS OF PRACTICAL EXPERIMENTS DURING THE IMPLEMENTATION OF CLASSROOM LESSONS

This study aimed to reveal the reality of science teachers' implementation of practical experiments (virtual and face-to-face) during the implementation of classroom lessons for the general science subject in the upper primary stage at Kafr al-Dik New Girls' Basic School.The study included the two female science teachers in this school.To implement this study, the researchers followed the steps of procedural research, where they conducted interviews with the science teachers in the school as well as with the school principal, and with a number of students in different classes, in addition to attending some face-to-face and virtual classroom lessons.The official records in the school were also followed up (laboratory record, question bank), and the number of practical experiments included in the Palestinian curricula for different classes was monitored.After analyzing the interviews, collecting observations from classroom lessons, following up on laboratory records in the school, and teachers' exams, it became clear that the use of scientific experiments during the implementation of classroom lessons is low and does not exceed 10% in all classes in the school.The results might be due to many reasons including irregularity of the educational process, mixture between face-toface and distance education, lack of a laboratory room in the school, lack of chemicals and devices that enhance the curriculum, teachers' inability to use the virtual laboratory.The researchers recommended the need to increase the implementation of scientific experiments in classroom lessons due to its benefits for students and the educational process as a whole.They also suggested a set of remedial measures to solve the problem of the weak use of scientific experiments during the implementation of classroom lessons by implementing the "My Laboratory in My Class" initiative .