Abstract:

This study aims to explore the use of artificial intelligence and practical work in science classes in UAE schools. Specifically, it focuses on the goals of Virtual Labs (VLs), the activities they entail, and the extent to which VLs are used in practical work from the perspective of the schools’ science teachers. Qualitative data were collected using structured interviews. The sample comprised 45 science teachers from ten UAE Cycle 2 schools. Three research questions concerning the goals and frequency of practical work were developed to guide the study. These were, first: how do science teachers in the UAE perceive the goals and reasons for doing practical work in school laboratories? Second, to what extent does Artificial Intelligence (AI) improve science teaching methods? Third, to what extent does the use of AI, including VLs, impact on students’ achievement and their understanding of scientific knowledge when compared with traditional methods of practical work?

The results showed that science teachers have varied priorities regarding the goals of practical work. The majority (67%) believed that practical work should develop students’ innovative skills, while 53% suggested practical work should help students develop their knowledge of science. Additionally, the respondents suggested scientific and intellectual skills, and students’ attitudes towards science, should also be developed through practical work in school science labs. Regarding the frequency of practical work, about 80% of science teachers reported using practical work on a weekly basis. Regarding the third research question, findings suggested VLs were not used regularly. When they were, it was only to a limited extent. When used, however, VLs increased students’ engagement, motivation, and achievement. A discussion of the results’ implications suggests a need to re-examine current practices in terms of implementation and frequency. Recommendations are given for scientific pedagogy in the UAE and for future researchers.

Keywords:

Science literacy, United Arab Emirates, Science practical work, artificial inelegancy, Teachers’ perspectives.