Laboratórios virtuais no ensino de ciências no secundário: Uma revisão sistemática de literatura entre 2021 e 2023

Bruno Salgado Cole; Rute Sónia Loureiro de Moura; Thiciana Silva Sousa Cole; Osvaldo Carlos André; Elisabete Cruz

doi:10.34624/id.v17i2.39132

Authors

Bruno Salgado Cole Instituto Federal de Educação, Ciência e Tecnologia do Piauí https://orcid.org/0009-0009-9365-6220 (unauthenticated)
Rute Sónia Loureiro de Moura University of Évora https://orcid.org/0009-0008-8813-8376 (unauthenticated)
Thiciana Silva Sousa Cole Instituto Federal de Educação, Ciência e Tecnologia do Piauí https://orcid.org/0000-0002-1571-8918 (unauthenticated)
Osvaldo Carlos André Universidade Lueji Ankode https://orcid.org/0009-0001-8058-7432 (unauthenticated)
Elisabete Cruz Universidade de Évora, Centro de Investigação em Educação e Psicologia https://orcid.org/0000-0002-8497-3322 (unauthenticated)

DOI:

https://doi.org/10.34624/id.v17i2.39132

Keywords:

Virtual laboratory, Science teaching, Secondary education, Systematic literature review

Abstract

This Systematic Literature Review article explores the use of Virtual Laboratories (VLs) in secondary science education, focusing on three central questions: (1) how have VLs been approached in science classes, (2) what is the impact of these laboratories on student performance and the development of science competencies, and (3) how do they contribute to overcoming structural and infrastructural barriers in science education, especially in varied socioeconomic contexts. The different phases of the review process included: defining objectives/questions, search equations and databases; determining inclusion and exclusion criteria; defining the search strategy; and presenting and discussing the results. Following the established protocol, 100 articles were located in 3 scientific databases (Scopus, WoS and ERIC), identifying only 4 works, published between 2021 and 2023, with the potential to respond to the intended purposes. The results suggest that: (1) VLs are approached as complements to traditional practical classes and viable alternatives to physical laboratories, adapting to different contexts and educational needs; (2) VLs have a positive and multifaceted impact on student performance and the development of science skills in secondary education and (3) they play a crucial role in overcoming structural and infrastructural barriers in science education, providing an accessible alternative for experiments, as well as ensuring continuity of learning in contexts with limited socioeconomic resources.

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