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It is commonly accepted that learners gain better understanding of science concepts when they perform ‘hands-on’ experiments in the lab. However, the lack of lab infrastructure, particularly in most rural schools, negatively affects the teaching of science. With the increasing potential of ICT to education, virtual laboratories (VL) have emerged as an alternative to the real laboratories. Like any ICT educational tool, it is important to understand the enabling and constraining factors in teaching with the VL. Therefore, this study presents the enabling and constraining factors in using the VL from teachers' perspectives. Particularly, this study is guided by the research question: What are the enabling and constraining factors in using the virtual lab to mediate learning of science through scientific experiments? Data were collected through semi-structured interviews and lesson observations. The results reveal that the Virtual Lab has several enabling factors and also revealed some constraining factors. Nevertheless, findings suggest the VL is a suitable alternative to the real lab.

Understanding the Enabling and Constraining Factors in Using the Virtual Lab: Teaching Science in Rural Schools in South Africa