Virtual Lab Implementation in Science Literacy: Emirati Science Teachers’ Perspectives
Saif Saeed Alneyadi 1 *
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1 Department of Curriculum and Instruction, College of Education, UAE University, Al-Ain, UNITED ARAB EMIRATES* Corresponding Author


This study explored science teachers’ views about the nature and frequency of virtual lab implementation conducted by students and its contribution to developing science instruction and research in the United Arab Emirates (UAE).

Material and Methods:
Focus group was employed to collect data through structured interviews. The sample comprised 45 science teachers from 10 intermediate schools. Two questions inquiring into the goals of virtual practical work and its frequency were developed to guide the study.

Results and Conclusions:
The results showed that virtual labs had reasonable effects on students’ knowledge, skills, attitudes, and achievement as well as innovation. Nonetheless, virtual labs were not used regularly and were only used at a narrow scale; however, they increased students’ engagement, motivation, and achievement. Results are discussed in light of reexamining the current practices in terms of implementation, frequency, and country-level large-scale use. It is recommended to maximize virtual labs’ use and effectiveness.


This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 15, Issue 12, December 2019, Article No: em1786

Publication date: 10 Jul 2019

Article Views: 5437

Article Downloads: 5337

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