Experiences of Using a Real Compound Microscope and a Virtual Compound Microscope in Understanding Plant Tissues by First-year Life Science Students at a Tertiary Institution in South Africa

Abstract

During the COVID-19 outbreak, the majority of tertiary institutions preferred virtual laboratories to face-to-face laboratories which posed a challenge to many students. The objective of the study was to examine students’ experiences at a higher institution using both a physical and virtual microscope. This qualitative study involved ten randomly chosen first-year Life Science students. They had to prepare and view onion cells under a real microscope, while the second assignment required them to observe onion cell preparation in a virtual laboratory. Students completed a questionnaire containing open-ended questions. The results were analyzed using themes, and the study found that pupils prefer physical microscopes to virtual microscopes. This is because students interact with the equipment in the laboratory, which encourages intellectual interests, knowledge sharing, and the development of social connections. Students can manipulate actual objects, manually focus microscopes, and interact in real time with microscopic worlds. This hands-on expertise is critical for instructing students and researchers on laboratory practices. Real microscopes are versatile pieces of equipment that can be utilized for a wide range of applications, from basic instruction to advanced research. Although virtual microscopes have advanced in terms of image quality, real microscopes provide better resolution and clarity. The study will make a substantial addition to university laboratory pedagogies and expose students to scientific investigations, given the majority of students come from rural schools with limited laboratory equipment such as microscopes. Keywords: Physical Microscope, Virtual Microscope, Experiences, Intellectual Interest, Social Interactions