PhET for Virtual Laboratories and Augmented Reality in Science Education for Upper Elementary Students at Tnte. Maximiliano Rodríguez L School
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Science teaching in upper elementary education is still largely based on traditional instructional methods that restrict experimentation and hinder students' understanding of scientific phenomena. In response to this problem, the aim of this study was to demonstrate the potential of virtual laboratories based on PhET simulations and augmented reality activities as a teaching strategy to strengthen science learning. A mixed-methods study with a descriptive-explanatory scope and a quasi-experimental pretest-posttest design was conducted with 96 students. Data were complemented through interviews, classroom observation, and analysis using the Wilcoxon Signed-Rank Test. The findings revealed a substantial improvement in academic performance (pretest: M = 13.85; posttest: M = 17.03), statistically significant differences (Z = −8.545; p < .001), and a large effect size (d = 1.21). These results are consistent with previous studies reporting that virtual laboratories promote active, meaningful, and inquiry-based learning in science education. It is concluded that integrating PhET simulations with augmented reality activities represents an effective teaching strategy for improving science learning and fostering students' scientific competencies in upper elementary education.
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