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Impact of a virtual chemistry lab in chemistry teaching on scientific practices and digital competence for pre-service science teachers

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Abstract

It might be challenging for pre-service science teachers to apply their theoretical knowledge in the laboratory. Any attempt to shift the perspective in chemistry will necessitate the creation of novel techniques for elucidating theoretical themes. Examining how a virtual chemistry lab has affected the evolution and trend of scientific practice and digital competence throws insight into the far-reaching implications of technology’s rapid expansion. For this reason, a total of 64 pre-service science teachers participated in the current study; 34 were assigned to the experimental group and 30 to the control group. The study included semi-structured interviews, a scale for assessing scientific practice, and a digital competence test both before and after the experiment. The results showed that the experimental group, who received their standard chemistry education alongside a VCHL, advanced significantly in their scientific practices and digital competence. The experimental group’s time spent in the online chemistry lab was a fascinating learning opportunity. This study is valuable for those planning careers in education because it presents a wide range of tried-and-true approaches, current-events-based applications, and forward-thinking ideas for teaching chemistry via a virtual chemistry lab. The challenges of VCHL deployment have been highlighted, indicating potential for future research.

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Data availability

The datasets generated during and/or analyzed during the current study are available from the corresponding author on reasonable request.

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Acknowledgements

The authors extend their appreciation to the Deputyship for Research & Innovation, Ministry of Education in Saudi Arabia for funding this research work through the project no. (IFKSURG-2-1657).

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  1. Department of Educational Technology, Faculty of Education, Damietta University, Damietta, Egypt

    Yousri Attia Mohamed Abouelenein

  2. Department of Curriculum and Instruction of Science, Faculty of Education, Damietta University, Damietta, Egypt

    Shaimaa Abdul Salam Selim

  3. Deanship of Scientific Research, King Saud University, Riyadh, Saudi Arabia

    Mohamed Ali Nagy Elmaadaway

  4. Department of Educational Technology and Computer, Faculty of Specific Education, Kafr El-Sheikh University, Kafr El-Sheikh, Egypt

    Mohamed Ali Nagy Elmaadaway

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Abouelenein, Y.A.M., Selim, S.A.S. & Elmaadaway, M.A.N. Impact of a virtual chemistry lab in chemistry teaching on scientific practices and digital competence for pre-service science teachers. Educ Inf Technol 29, 2805–2840 (2024). https://doi.org/10.1007/s10639-023-11918-y

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