إستخدام إستراتيجية الفصل المقلوب القائم على تقنية الواقع الإفتراضي (unity) لتحسين مهارات الإستدلال التاريخي لدى طلاب المرحلة الإبتدائية
The study aimed to identify the effectiveness of the flipped classroom based on virtual reality to develop the historical inference skills of fourth grade female students. This is done by identifying the skills of historical inference among fourth grade female students and developing a proposed vision for using the flipped classroom based on virtual reality (Unity) to develop these skills using the semi-experimental method. The sample of the study consisted of (30) fourth grade female students, who were divided into two groups, an experimental group that uses the flipped classroom based on virtual reality (Unity), which consisted of (15) students, and a control group that uses the traditional method of teaching and consisted of (15) students. The study used the developed model of Abdul Latif Al-Jazzar for the proposed design, in addition to designing an achievement test and a rubric. The results showed that there were statistically significant differences between the mean scores of the experimental group that used the flipped classroom based on virtual reality (Unity), and the mean scores of the control group that used the traditional method in the historical inference skills in favor of the experimental group. In addition, there is a statistically significant difference between the mean scores of the experimental group that uses the flipped classroom based on virtual reality (Unity) and the proficiency of (80%) in the test for the historical inferences’ skills. while the efficiency of the use of flipped classroom based on virtual reality (Unity) did not achieve “1.2” using the Blake equation. The study recommends using modern technology in the educational process and directing researchers in the field to conduct more studies on the use of the flipped classroom strategy and virtual learning environments in other aspects. (Published abstract)