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Effective teaching and learning of science rely on the learner's experimentation in science laboratories, where theoretical principles are verified, and the teaching is given a practical orientation (Liu et al., 2021; Vaez & Potvin, 2021; El, Berrada & Burgos, 2021). In South Africa, like in many other countries, the Curriculum and Assessment Policy Statement (CAPS) directs that “learners must be able to plan and carry out scientific experiments that require some practical ability in science subjects” (CAPS, 2011, p.15). This is because science experiments play a crucial role in assisting the learners in gaining experience through concrete materials, improving learners' problem-solving skills, enhancing learners' abilities to understand practical problems, and improving learners' attitudes towards science (Teig, 2021; Gyllenpalm, Rundgren, Lederman & Lederman, 2021).
While real experimentation with conventional lab apparatus and equipment is greatly desired, most rural schools in South Africa face limited financial resources to acquire and maintain lab equipment and infrastructure, particularly in the Eastern Cape province. Mtsi and Maphosa (2016); Tsakeni, Vandeyar and Potgieter, (2019); Beck and Blumer (2021); Edwards, McKay, and Shea (2021) reported that science learning had been restrained by the deficiency or inadequacy of laboratory equipment in most schools. From this viewpoint, it is imperative to explore new unconventional alternative laboratory environments where teachers and learners can conduct the required experiments while achieving the pedagogical objectives of science curricula. With the current advancement in the use of technology as the 'new normal', a symbiotic relationship has emerged between the fields of science education and ICT in education. This has resulted in the proliferation of new technologies in teaching and learning. One of the novel technological advancements in the teaching and learning of science is the use of Virtual Lab (VL). VL is a simulated version of a traditional laboratory in which the learner is provided with instruments that are virtual representations of real objects used in conventional laboratories (Lestari & Supahar, 2020). With VL, the building and physical lab tools are transformed into software applications. There are many free VL software available for schools to use, and some are mobile app versions that do not need school internet infrastructure.
Recently, a robust symbiotic relationship between science education and ICT in education has developed in which the two are joined by an 'umbilical cord' of mutual benefit. This relationship has drastically transformed the laboratory science education landscape (Kumala et al., 2021; Eliyawati et al., 2021), and a new form of laboratory, Virtual Lab (VL), has emerged. VL is a simulated version of a traditional laboratory in which the learner is provided with instruments that are virtual representations of real objects used in conventional laboratories (Lestari & Supahar, 2020). With VL, the building and physical lab tools are transformed into software applications. Currently, there are many free VL software available for schools to use, and some are mobile app versions that do not need school internet infrastructure.