Virtual laboratories in the teaching of experimental sciences: Perspectives of Ecuatorian instructors

Abstract

Virtual laboratories offer students the chance to explore scientific phenomena in safe, controlled environments, and to repeat the experiments as many times as they like, which promotes the comprehension of complex concepts. This study examines the level of knowledge, use and perception of virtual laboratories among experimental science educators at the upper secondary education level in Ecuador, as well as the possible differences according to sociodemographic variables. A descriptive quantitative focus was adopted, using an online survey administered to 375 instructors. The questionnaire, consisting of 19 items, was validated by 14 experts and showed a high reliability index (α = 0.975). The results reveal that the educators have a positive perception of virtual laboratories, considering them to be useful and versatile instructional tools. However, they continue to be used only occasionally in the classroom, mainly due to the limited knowledge and the lack of training in educational strategies for their effective integration. Likewise, slight differences were identified in the levels of knowledge, use and perception according to age, academic level and the type of educational institution. In conclusion, the findings highlight the need to promote teacher training programs, targeting the educational use of virtual laboratories, designed in a contextualized manner and adapted to the real circumstances of Ecuadorian teachers.