Mobile School Laboratories: An Alternative for Equitable Access to Scientific Experimentation
DOI:
https://doi.org/10.56200/mried.v4i12.10955Keywords:
mobile laboratories, scientific experimentation, science teachers, teacher motivation, educational equityAbstract
Science education in Latin America has been limited by the lack of school laboratories, restricting experimental practice and perpetuating memorization-centered methodologies. The aim of this study was to evaluate the impact of implementing a mobile school laboratory on Natural Sciences teachers’ perception and motivation regarding equitable access to scientific experimentation. A quantitative approach with a pre-experimental pre-test and post-test design was applied to ten teachers from private institutions, using a validated questionnaire. Results showed an 80% increase in positive perception of experimentation frequency and a 70% improvement in teacher motivation after the intervention, confirming statistically significant differences. It was concluded that the implementation of the mobile laboratory achieved its purpose and constituted an innovative, equitable, and replicable strategy to democratize science education in contexts with structural limitations.
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Copyright (c) 2025 Hilda Carolina Quintanilla Orna, Kelly Mishell Moreno Cangás, Mereci Becerra Yaneth María, Silvia Patricia Gualpa Cando
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