Teachers experiences in the utilization of virtual simulations in teaching biology [manuscript] / Maylin May S. Libut.

Includes: Bibliography.

With the advancement of technology, virtual simulations (VS) have emerged as an effective tool to keep students engaged in the learning process (Escamez & Tapia, 2021). The present study is anchored on the experiences of teachers in the utilization of virtual simulations in teaching Biology. According to the paradigm, the researcher begins which achieving familiarity with the data through open-minded reading. Next is searching for meanings and themes. And lastly, organizing the themes into a meaningful wholeness. On this, the researcher worked on analyzing the data by understanding the meanings, which is based in the interview. On this, participants are selected by their in-depth knowledge with regards to the target issue; which are the teachers that already used virtual simulations in teaching Biology. Which are specifically, experienced teachers in the utilization of virtual simulations in teaching Biology. It is vital to knowledge the research's limitations. First are the issues with sample and selections. Because, in this study, participants are eliminated from the list if the participants haven't used yet a virtual simulation in teaching Biology. Only the teachers who uses virtual simulation in teaching will be considered as participants to answer the guided questions through interview. Using VS in education maintains the continuity to promote higher order thinking skills, solving real-world problems, and art of questioning. most importantly, biological instructions with the use of virtual simulations in the teaching and learning process.