The Pedagogical and Technological Experiences of Science Teachers in Using the Virtual Lab to Teach Science in Rural Secondary Schools in South Africa

Brian Shambare, Clement Simuja, Theodorio Olayinka

OAI: oai:igi-global.com:302641 • DOI: 10.4018/IJTEE.302641

Effective science learning can be achieved when lab experiments become a central part of science curriculum. However, science learning in most rural schools is restrained by the deficiency of conventional lab equipment. From this viewpoint, it was imperative to explore alternative lab environments where learners can conduct the required experiments. This study investigated teachers' experiences in using the Virtual Lab to teach science. Particularly, this study is guided by the research question: What are science teachers' pedagogical and technological experiences in using the Virtual Lab to mediate science learning through scientific experiments? The findings are based on the individual teachers’ and combined experiences on the use of Virtual Lab. Data was collected through semi-structured interviews, lesson observations and journal reflections. The results reveal that the Virtual Lab has several benefits. It also indicated some shortcomings of the Virtual Lab. Nevertheless, the findings suggest the Virtual Lab is well-suited to be used as alternative to the conventional Lab