Aprendizaje basado en la indagación y laboratorios virtuales para fortalecer las competencias científicas en Biología del Bachillerato

Promoting scientific competencies remains one of the major challenges in high school Biology education, particularly in settings where limited laboratory infrastructure restricts opportunities for experimental learning. This study examined the effect of inquiry-based learning supported by virtual laboratories on the scientific competencies of high school students in Ecuador. A quantitative study with an explanatory scope and a quasi-experimental pretest–posttest design involving a non-equivalent control group was conducted. The sample consisted of 420 students from secondary schools across six Ecuadorian provinces, divided into an experimental group (n = 210) and a control group (n = 210). The intervention lasted eight weeks and engaged the experimental group in guided inquiry activities using virtual laboratories to explore Biology concepts. Data were collected through a scientific competencies questionnaire that had been validated by expert review. Descriptive and inferential statistical analyses were performed to evaluate the intervention's impact. The findings revealed statistically significant improvements in the experimental group compared with the control group in conceptual understanding, application of the scientific method, experimental design, data interpretation, biological problem-solving, scientific argumentation, and overall scientific competence (p < 0.05). The results indicate that integrating inquiry-based learning with virtual laboratories substantially strengthens students' scientific competencies and represents an effective instructional approach for improving Biology education at the high school level.