Virtual Labs as a Tool for Training Preservice Science Teachers

Abstract

22 pre-service teachers in the college of education pursuing Bachelor of Education (B.Ed) in science for middle and high school were divided into experimental and controlled groups. Both were surveyed before and after an organic chemistry lesson (Reactions of Carbonyl Compounds) and a lab session. The only difference is that the experimental group were trained prior the lab session via virtual learning interventions. Findings from quantitative data analysis revealed a positive significant difference in pre-service teachers’ attitudes towards learning experiences during virtual laboratory experiments post learning interventions. The implications of these findings project virtual laboratories as a supporting tool for experimentation in chemistry especially in approaching 21st century of learning outcomes where issues of integrating technology into learning is part of the teaching practices. Recommendations from these findings are discussed herein.