Designing and Evaluating a Digital Laboratory Simulation for Science Teachers

Thesis Abstract

The rapid integration of digital technologies into science education necessitates innovative instructional tools to enhance teaching and learning practices among science educators. This study addresses the pressing need for accessible, effective, and engaging digital laboratory resources by designing and evaluating a digital laboratory simulation tailored for science teachers. The primary aim is to develop a simulation that reflects real laboratory procedures and concepts, and to assess its impact on teachers’ pedagogical competencies and confidence in conducting experiments. The specific objectives are to (1) design a scalable and interactive digital laboratory simulation based on best practices and instructional design principles, (2) evaluate teachers’ perceptions of the simulation’s usability, relevance, and pedagogical value, and (3) determine the effect of the simulation on teachers’ instructional practices and content mastery. The research adopts a mixed-methods approach, integrating both qualitative and quantitative data to provide a comprehensive evaluation. A quasi-experimental pretest-posttest control group design is employed, involving a sample of 120 science teachers from public secondary schools. Participants are randomly assigned to either an experimental group, which accesses the digital laboratory simulation, or a control group that continues with conventional teaching methods. Data collection instruments include a validated digital literacy and pedagogical efficacy questionnaire, structured interview guides, and observation checklists. Validity and reliability are established through expert review and Cronbach's alpha coefficients exceeding 0.85. The quantitative data are analyzed using paired t-tests and analysis of covariance (ANCOVA) to assess differences within and between groups, while thematic analysis of interview data explores teachers’ perceptions and experiences. Expected findings indicate that the digital laboratory simulation significantly enhances teachers’ self-efficacy in conducting experiments, improves their pedagogical strategies, and increases their confidence in integrating laboratory activities into lessons. Teachers in the experimental group are anticipated to report higher satisfaction with the simulation, citing benefits such as interactive visualization, procedural guidance, and immediate feedback. Quantitative analyses are expected to reveal statistically significant improvements (p < 0.05) in pedagogical competence and content understanding compared to the control group. These findings will substantiate the potential of digital simulations in transforming science teaching practices by providing a cost-effective and versatile alternative to physical laboratories, especially in resource-constrained settings. This study contributes to knowledge by empirically demonstrating the impact of digital laboratory simulations on science teachers’ instructional capabilities and identifying key factors that influence successful integration of digital resources in science education. It advances theoretical understanding through the application of constructivist learning theories, notably Vygotsky’s Social Constructivism and the Cognitive Load Theory, which underpin the design of the simulation and its anticipated benefits. By aligning design principles with pedagogical needs, this research offers a model framework for developing similar digital educational tools. The main conclusion underscores the effectiveness of carefully designed digital laboratory simulations in enhancing science teaching quality and promoting interactive, inquiry-based learning environments. Recommendations include the systematic adoption of digital simulations in teacher training programs, continuous refinement based on user feedback, and further research into long-term impacts on student outcomes. Future studies should explore scalability across different educational contexts, integration with other digital platforms, and the development of modules aligned with specific curriculum standards. Overall, this research advocates for a strategic shift towards digital resource integration to foster inquiry, critical thinking, and practical skills among science teachers, thereby advancing the overall quality of science education.