Virtual labs for science education

The needs of technological advancement which is infused into education system are more and more inviting thorough researches since digital environment influences educational settings. In specific, virtual laboratories as the digital environment is now not used only in engineering and computer science fields but also in educational field in general. Digitalized teaching aids, web-based learning, e-learning etc. are such possible prospective fields that need virtual labs in them. In regard to that, this study is initiated to conduct a need analysis of virtual labs for Jambi province context through library research. This study employs documentary analysis techniques to assimilate reliable information regarding virtual labs from the related literatures. Purposively, this study selects online journals that are correlated to virtual labs and analysed the variables, methods, and results of study. This study finds that studies done yield few shortcomings of virtual labs usages to only the lost opportunity of students to involve their senses during the use of virtual labs. However, in general virtual labs usages contribute benefits to science education such as: a) Virtual labs assist students to link between theoretical and scientific concepts to practical laboratory techniques and skills; b) Virtual labs provide simulations that make students more engaged in learning scientific phenomena; c) Although some important opportunities of learning experiences are not provided by virtual labs such as sensory involvement in learning, most virtual labs are developed to fulfil the characteristics of teaching aids; d) Virtual labs abbreviate the preparation steps of practicum activities, hence they make class-time used effectively; and e) Virtual labs allow students to repeat experiment for multiple times. In addition, virtual labs usages also bring prospects to some important aspects of educational field namely financial resources, academic advancement, technological computer simulation improvement, and cultural aspects. This study suggests the Jambi Education Board to recommend virtual labs usages at schools to equip science education as supplemental and supporting teaching aids.

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Experience in Teaching Science in Virtual Environment

International Journal for Innovation Education and Research ◽

10.31686/ijier.vol7.iss4.1375 ◽

2019 ◽

Vol 7 (4) ◽

pp. 23-43 ◽

Cited By ~ 1

Author(s):

Fabrício Herpich ◽

Leandro Rosniak Tibola ◽

Patricia Fernanda da Silva ◽

Liane Margarida Rockenbach Tarouco

Keyword(s):

Science Education ◽

Virtual Environment ◽

Virtual Worlds ◽

New Technologies ◽

Learning Activities ◽

Virtual Labs ◽

Safety Issues ◽

Virtual Lab ◽

3D Virtual Worlds ◽

Home Users

Labs are needed in science education, and schools usually lack appropriate conditions to provide active learning activities with experience. In schools, the lack of labs for science education is usual. The new technologies of 3D virtual worlds allow the user, through immersive virtual worlds, or metaverses, to experience situations similar to those possible in a real environment. A solution to the lack of labs is the virtual labs, which consist of virtual representations that reproduce the environment of a real lab. These are applications based on simulations, offering computational representations of reality. The simulation of concrete and real situations gives the student the opportunity to experiment, actively participating in the learning process by performing experiments that would otherwise not be possible due to safety issues (possible damage to students or the environment) or economy (cost of components involved and derived from the creation and operation of the lab). These virtual labs can be implemented on personal computers that exist in schools or even in the student's home. Users can work in the virtual lab, through their avatars, using experiments provided there, as well as acting collaboratively.

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Modeling Various Teaching Methods In A Faculty Of Education In Science Education: Chalk And Talk, Virtual Labs Or Hovercrafts

Journal of College Teaching & Learning (TLC) ◽

10.19030/tlc.v9i2.6905 ◽

2012 ◽

Vol 9 (2) ◽

pp. 107-114 ◽

Cited By ~ 4

Author(s):

Gerald Laronde ◽

Katarin MacLeod

Keyword(s):

Science Education ◽

Teaching Methods ◽

Virtual Labs ◽

Faculty Of Education

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A Critical Review of Teaching With Virtual Lab: A Panacea to Challenges of Conducting Practical Experiments in Science Subjects Beyond the COVID-19 Pandemic in Rural Schools in South Africa

Journal of Educational Technology Systems ◽

10.1177/00472395211058051 ◽

2021 ◽

pp. 004723952110580

Author(s):

Brian Shambare ◽

Clement Simuja

Keyword(s):

Science Education ◽

Science Teachers ◽

Rural Schools ◽

Teaching And Learning ◽

School Context ◽

Rural School ◽

Virtual Labs ◽

Policy Makers ◽

Virtual Lab ◽

Published Research

This paper is based on a systematic literature review of published research on the educational application of Virtual Lab. The paper focuses on the use of the mobile Virtual Lab application for learning science practicals in rural school context. This paper analyses the theoretical aspects of using VL in teaching and learning of science practical experiments. The previous studies published in national and international journals and conference proceedings on science education and technologies in education, and regarding the benefits of using VL in science education, are discussed as references for integrating VL in teaching of science practicals in the rural school context. A systematic review method was adopted in this paper to explore articles that focus on Virtual Labs and the use of Virtual labs in teaching and learning. However, the aim of this paper is to provide science teachers in rural schools and education policy makers with a better understanding of the constraints and the benefits of using VL technology in mediating learning of science practical experiments and encourage teachers to adopt the use of VL as technology for conducting science practical experiments. In addition, this paper also addresses the possible factors that may affect learners’ learning of science practical experiments using VL technology in rural school educational settings, giving educational policy makers and curriculum developers enlightenment as to the effective integration of VL technology in science education. We conclude by providing suggestions and recommendations on the use of VL in teaching and learning of science practical experiments in rural schools beyond COVID-19 pandemic.

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