Skip to main content
SpringerLink
Log in

The Real and Virtual Science Laboratories

  • Chapter
  • First Online:
Contemporary Issues in Science and Technology Education

Part of the book series: Contemporary Trends and Issues in Science Education ((CTISE,volume 56))

  • 384 Accesses

Abstract

Laboratory-based practical work forms an integral part of science education, as it does not only confer opportunities to develop scientific knowledge, but it also supports the development of science process skills, attitudes and values, which are key to face current and future challenges. However, many education systems face challenges to embed real practical work in the teaching and learning of science. This is due to several reasons, including lack of infrastructure and resources. Could virtual laboratory experimentation be an alternative way to address these challenges and make practical work a regular activity in science education, without compromising the quality of students’ engagement in practical work?

It is in this perspective that this chapter (1) explores some of the initiatives taken towards this shift; (2) provides an overview of the opportunities, limitations and challenges associated with virtual laboratory-based practical work; and (3) situates the debate on the extent that virtual laboratory-based practical work can substitute for the real laboratory-based practical work in providing effective learning environments suitable to students’ needs in this digital age.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 119.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 159.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 159.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Abrahams, I., Reiss, M. J., & Sharpe, R. M. (2013). The assessment of practical work in school science. Studies in Science Education, 49(2), 209–251.

    Article  Google Scholar 

  • Achuthan, K., Kolil, V. K., & Diwakar, S. (2018). Using virtual laboratories in chemistry classrooms as interactive tools towards modifying alternate conceptions in molecular symmetry. Education and Information Technologies, 23(6), 2499–2515.

    Article  Google Scholar 

  • Adlong, W., Bedgood, D. R., Jr., Bishop, A. G., Dillon, K., Haig, T., Helliwell, S., Pettigrove, M., Prenzler, P. D., Robards, K., & Tuovinen, J. E. (2003). On the path to improving our teaching – Reflection on best practices in teaching chemistry. In Learning for an unknown future, proceedings of the 2003 Conference of the Higher Education Research and Development Society of Australasia (pp. 52–60). HERDSA.

    Google Scholar 

  • Alake-Tuenter, E., Biemans, H. J., Tobi, H., Wals, A. E., Oosterheert, I., & Mulder, M. (2012). Inquiry-based science education competencies of primary school teachers: A literature study and critical review of the American National Science Education Standards. International Journal of Science Education, 34(17), 2609–2640.

    Article  Google Scholar 

  • Bajpai, M. (2013). Developing concepts in physics through virtual lab experiment: An effectiveness study. Techno LEARN, 3(1), 43–50. https://ndpublisher.in/admin/issues/tlv3n1f.pdf

    Google Scholar 

  • Bretz, S., Fay, M., Bruck, L. B., & Towns, M. H. (2013). What faculty interviews reveal about meaningful learning in the undergraduate laboratory. Journal of Chemical Education, 90(3), 5–7. https://doi.org/10.1021/ed300384r

    Article  Google Scholar 

  • Brinson, J. R. (2015). Learning outcome achievement in non-traditional (virtual and remote) versus traditional (hands-on) laboratories: A review of the empirical research. Computers & Education, 87, 218–237.

    Article  Google Scholar 

  • Darrah, M., Humbert, R., Finstein, J., Simon, M., & Hopkins, J. (2014). Are virtual labs as effective as hands-on labs for undergraduate physics? A comparative study at two major universities. Journal of Science Education and Technology, 23(6), 803–813. https://doi.org/10.1007/s10956-014-9513-9

    Article  Google Scholar 

  • Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50–72.

    Article  Google Scholar 

  • Feyzioglu, B. (2009). An investigation of the relationship between science process skills with efficient laboratory use and science achievement in chemistry education. Journal of Turkish Science Education, 6(3), 114–132.

    Google Scholar 

  • Hofstein, A., & Kind, P. M. (2012). Learning in and from science laboratories. In B. Fraser, K. Tobin, & J. M. Campbell (Eds.), Second international handbook of science education (pp. 189–207). Springer. https://doi.org/10.1007/978-1-4020-9041-7_15

    Chapter  Google Scholar 

  • Johnstone, A., & Alshuaili, A. (2001). Learning in the laboratory: Some thoughts from the literature. University Chemistry Education, 5(2), 42–51.

    Google Scholar 

  • Kapici, H. O., Akcay, H., & de Jong, T. (2019). Using hands-on and virtual laboratories alone or together – Which works better for acquiring knowledge and skills ? Journal of Science Education and Technology, 28(3), 231–250.

    Article  Google Scholar 

  • Kapting’ei, P., & Rutto, D. K. (2014). Challenges facing laboratory practical approach in physics instruction in Kenyan District secondary schools. International Journal of Advancements in Research & Technology, 3(8), 13–17.

    Google Scholar 

  • Kasiyo, C., Denuga, D., & Mukwambo, M. (2017). An investigation and intervention on challenges faced by natural science teachers when conducting practical work in three selected school of Zambezi region in Namibia. American Scientific Research Journal for Engineering, Technology, and Sciences, 34(1), 23–33.

    Google Scholar 

  • Keller, H. E., & Keller, E. E. (2005). Making real virtual labs. The Science Education Review, 4(1), 2–11.

    Google Scholar 

  • Kocijancic, S., & Jamsek, J. (2004). Electronics courses for science and technology teachers. International Journal of Engineering Education, 20, 244–250.

    Google Scholar 

  • Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70.

    Google Scholar 

  • Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.

    Google Scholar 

  • Lewis, C. (2014). Irresistible apps: Motivational design patterns for apps, games, and web-based communities. Apress.

    Book  Google Scholar 

  • National Research Council. (1996). National Education Standards. National Academy Press.

    Google Scholar 

  • National Science Teaching Association. (2005). NSTA position statement. Retrieved from: http://www.nsta.org/159&psid=16

  • Prajoko, S., Amin, M., Rohman, F., & Gipayana, M. (2016). The profile and the understanding of science process skills in Surakarta Open University students in science lab courses. In Prosiding ICTTE FKIP UNS (Vol. 1, pp. 980–985). ICTTE.

    Google Scholar 

  • Ramesh, M. (2019). Virtual lab: A supplement for traditional lab to school students. Research Review International Journal of Multidisciplinary, 4, 434–436.

    Google Scholar 

  • Sassi, E. (2000). Computer supported lab-work in physics education: Advantages and problems. In International Conference on Physics Teacher Education beyond 2000.

    Google Scholar 

  • Sedumedi, T. D. T. (2017). Practical work activities as a method of assessing learning in chemistry teaching. Eurasia Journal of Mathematics, Science and Technology Education, 13(6), 1765–1784.

    Article  Google Scholar 

  • Shimba, M., Mahenge, M. P., & Sanga, C. A. (2017). Virtual labs versus hands-on labs for teaching and learning computer networking: A comparison study. International Journal of Research Studies in Educational Technology, 6(1), 43–58.

    Google Scholar 

  • Skinner, B. F. (1968). Teaching science in high school—What is wrong? Scientists have not brought the methods of science to bear on the improvement of instruction. Science, 159(3816), 704–710.

    Article  Google Scholar 

  • Sullivan, S., Gnesdilow, D., Puntambekar, S., & Kim, J. S. (2017). Middle school students’ learning of mechanics concepts through engagement in different sequences of physical and virtual experiments. International Journal of Science Education, 39(12), 1573–1600. https://doi.org/10.1080/09500693.2017.1341668

    Article  Google Scholar 

  • Tamir, P. (1991). Practical work in school science: An analysis of current practice. In B. E. Woolnough (Ed.), Practical Science. Open University Press.

    Google Scholar 

  • Trisnaningsih, D. R., Parno, P., & Setiawan, A. M. (2021). The development of virtual laboratory-based STEM approach equipped feedback to improve critical thinking skills on acid-base concept. In Advances in engineering research (Vol. 209). Atlantis Press.

    Google Scholar 

  • Trúchly, P., Medvecký, M., Podhradský, P., & El Mawas, N. (2019). STEM education supported by virtual laboratory incorporated in self-directed learning process. Journal of Electrical Engineering, 70(4), 332–344. http://iris.elf.stuba.sk/JEEEC/data/pdf/4_119-10.pdf

    Article  Google Scholar 

  • Woolnough, B. E., & Allsop, T. (1985). Practical work in science. Cambridge University Press.

    Google Scholar 

  • Zacharia, Z. C., & de Jong, T. (2014). The effects on students’ conceptual understanding of electric circuits of introducing virtual manipulatives within a physical manipulatives-oriented curriculum. Cognition and Instruction, 32(2), 101–158.

    Article  Google Scholar 

  • Zucca-Scott, L. (2010). Know thyself: The importance of humanism in education. International Education, 40(1), 4.

    Google Scholar 

Further Reading

Download references

Author information

Authors and Affiliations

  1. Mauritius Institute of Education, Moka, Mauritius

    Shakeel Mohammad Cassam Atchia & Anwar Rumjaun

Authors
  1. Shakeel Mohammad Cassam Atchia
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Anwar Rumjaun
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Anwar Rumjaun .

Editor information

Editors and Affiliations

  1. The STAN Place, Science Teachers Association of Nigeria, Abuja, Nigeria

    Ben Akpan

  2. Faculty of Education, Dokuz Eylul Universitesi, Buca, Turkey

    Bulent Cavas

  3. SOE, BEP 229F, University of Texas at Tyler, Tyler, TX, USA

    Teresa Kennedy

Rights and permissions

Reprints and permissions

Copyright information

© 2023 The Author(s), under exclusive license to Springer Nature Switzerland AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Atchia, S.M.C., Rumjaun, A. (2023). The Real and Virtual Science Laboratories. In: Akpan, B., Cavas, B., Kennedy, T. (eds) Contemporary Issues in Science and Technology Education. Contemporary Trends and Issues in Science Education, vol 56. Springer, Cham. https://doi.org/10.1007/978-3-031-24259-5_9

Download citation

  • DOI: https://doi.org/10.1007/978-3-031-24259-5_9

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-031-24258-8

  • Online ISBN: 978-3-031-24259-5

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation