Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 5(1), 1-8, 2025
https://doi.org/10.62574/rmpi.v5i1.280
1
The impact of technology integration in natural science education
Impacto de la integración de la tecnología en la enseñanza de las ciencias
naturales
Rita Elena Almeida-Shapán
rita.almeida.galapagos@gmail.com
Universidad Central del Ecuador, Quito, Pichincha, Ecuador
https://orcid.org/0000-0002-1281-1316
Ana Beatriz Yánez-Monge
ana.yanez@quito.goib.ec
Unidad Educativa Municipal Eugenio Espejo, Quito, Pichincha, Ecuador
https://orcid.org/0009-0001-6831-4028
ABSTRACT
The aim of the current review article is to analyse the impact of the integration of technology in
the teaching of natural sciences. From a methodological context, it was developed from a
descriptive documentary review of a documentary population of 27 scientific articles. From the
articles reviewed, it appears that the incorporation of emerging technologies in the teaching of
natural sciences has generated a significant impact on the understanding of complex concepts,
positioning itself as a tool to transform teaching-learning processes. Therefore, technologies
such as augmented reality and virtual reality have proven to be especially effective in allowing
for the interactive and immersive visualisation of abstract phenomena, such as biological
processes or chemical cycles, facilitating meaningful learning. This impact is enhanced when
these tools are combined with active methodologies, such as project-based learning and
scientific inquiry.
Descriptors: educational technology; science education; basic science education. (Source:
UNESCO Thesaurus).
RESUMEN
El actual artículo de revisión tiene por objetivo analizar el impacto de la integración de la
tecnología en la enseñanza de las ciencias naturales. Desde un contexto metodológico se
desarrolló desde una revisión de tipo descriptivo documental en una población documental de
27 articulos científicos. A partir de los articulo revisados, se tiene que la incorporación de
tecnologías emergentes en la enseñanza de las ciencias naturales ha generado un impacto
significativo en la comprensión de conceptos complejos, posicionándose como una herramienta
para transformar los procesos de enseñanza-aprendizaje. Por lo tanto; tecnologías como la
realidad aumentada y la realidad virtual han demostrado ser especialmente efectivas al permitir
la visualización interactiva e inmersiva de fenómenos abstractos, como procesos biológicos o
ciclos químicos, facilitando un aprendizaje significativo. Este impacto se potencia cuando estas
herramientas se combinan con metodologías activas, como el aprendizaje basado en proyectos
y la indagación científica.
Descriptores: tecnología educacional; enseñanza de las ciencias; enseñanza de ciencias
fundamentales. (Fuente: Tesauro UNESCO).
Received: 27/12/2024. Revised: 03/01/2025. Approved: 08/02/2025. Published: 27/02/2025.
articles section
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 5(1), 1-8, 2025
Impacto de la integración de la tecnología en la enseñanza de las ciencias naturales
Impact of the integration of technology in the teaching of natural sciences
Rita Elena Almeida-Shapán
Ana Beatriz Yánez-Monge
2
INTRODUCTION
The incorporation of emerging technologies in educational processes has generated significant
transformations in pedagogical practices, particularly in the teaching of natural sciences; these
technologies not only respond to the demands of contemporary education, but also enhance the
development of essential transversal competences, such as critical thinking, creativity and
problem solving, framed in the principles of meaningful learning and active pedagogy (Oliveira
et al., 2019; Ardanuy, Sulé & Borrego, 2024; Matías-Olabe et al., 2023).
In the field of natural sciences, technological mediation has made it possible to overcome the
limitations of traditional approaches, offering immersive experiences and interactive
visualisations that enrich the teaching-learning processes. AR and VR facilitate the
representation of natural phenomena and scientific processes that, in a conventional
environment, would be difficult to approach, such as the carbon cycle or human anatomy
(Sousa-Ferreira et al., 2021; Mendoza-Fuentes, 2021); therefore, they not only favour
conceptual understanding, but also promote the active participation of students, strengthening
the retention of knowledge and the construction of lasting learning.
Based on the above, the current review article aims to analyse the impact of the integration of
technology in the teaching of natural sciences.
METHOD
The research from a methodological context was developed from a descriptive documentary
type review, complemented with the analytical method, which was used to break down the
information collected into its essential components, allowing a detailed examination of the
elements that influence the integration of emerging technologies in the teaching of natural
sciences.
A search was conducted in academic databases such as Scopus, Web of Science, and Google
Scholar, using keywords such as "augmented reality in education", "emerging technologies in
natural sciences", "virtual reality in teaching" and "pedagogical strategies with technology".
Priority was given to studies published between 2000 and 2024. A documentary population of
27 scientific articles was obtained.
Inclusion and exclusion criteria
Inclusion: Studies that address the pedagogical impact of emerging technologies in the
teaching of natural sciences, that include analysis of didactic strategies and that present
empirical results or grounded theoretical reviews.
Exclusion: Sources not directly related to the field of education, research with significant
methodological limitations or publications without peer review.
The data were organised in a table and content analysis was applied as a procedure for the
exploration of the documents scrutinised as the study population.
RESULTS
This section offers a systematic analysis of the impact of the integration of emerging
technologies in the teaching-learning processes of natural sciences, based on a review of
academic research, organising the information around the topics of analysis of each article, their
pedagogical impact and the didactic strategies suggested for their implementation in
educational contexts. From a pedagogical perspective, it emphasises how tools such as
augmented reality, virtual reality, mobile devices and other digital technologies enhance the
construction of meaningful learning, favouring the intrinsic motivation of students and promoting
innovative educational practices that respond to the demands of contemporary education.
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 5(1), 1-8, 2025
Impacto de la integración de la tecnología en la enseñanza de las ciencias naturales
Impact of the integration of technology in the teaching of natural sciences
Rita Elena Almeida-Shapán
Ana Beatriz Yánez-Monge
3
Table 1. Integration of technology in the teaching of natural sciences.
Author(s)
Topic of analysis
Pedagogical impact
Strategies to apply in
the classroom
Ardanuy, J., Sulé, A., &
Borrego, Ángel (2024)
Use of augmented
reality (AR) in natural
science education
AR improves
understanding of
complex concepts and
encourages interaction
in the classroom.
Incorporate AR
applications to visualise
complex natural
phenomena, such as
the water cycle or the
solar system.
Bantwini, B. (2017)
Analysis of science and
technology teaching in
primary schools
Lack of technological
resources limits
effective learning;
greater investment in
educational technology
is recommended.
Use basic technological
resources such as
interactive videos and
accessible simulations
to complement
teaching.
Barráez-Herrera, D. P.
(2022)
Use of the metaverse in
education
The metaverse offers
new opportunities for
immersive teaching, but
requires teacher
training.
Design immersive
activities in virtual
environments to explore
ecosystems or scientific
experiments.
Bond, M., Bedenlier, S.,
Marín, V. I., & Händel,
M. (2021)
Emergency remote
teaching in higher
education
Technology enabled
educational continuity,
but revealed
inequalities in access.
Implement platforms
accessible to all
students and encourage
the use of online
collaborative tools.
Cabascango-Trávez, G.
(2023)
Augmented reality in
secondary education
AR facilitates
meaningful learning and
student motivation.
Create group projects
where students use AR
to explore concepts
such as photosynthesis
or human anatomy.
Dorta-Pina, D., &
Barrientos-Núñez, I.
(2021)
AR in higher education
AR improves
knowledge retention
and students' active
participation.
Incorporate laboratory
simulations in AR for
virtual practices in
subjects such as
chemistry or biology.
Dron, J. (2022)
Educational technology
and how it works
Educational technology
must be adapted to
pedagogical needs in
order to maximise its
impact.
Select technology tools
that align with the
specific learning
objectives of the class.
Fracchia, C., Alonso-
de-Armiño, A., &
Martins, A. (2015)
Application of AR in
natural sciences
AR enables
visualisation of complex
phenomena and
improves conceptual
understanding.
Use AR applications to
model processes such
as volcano formation or
the carbon cycle.
Hennessy, S., et al.
(2007)
Pedagogical
approaches to
technology integration
Technology integration
requires teacher
training and clear
pedagogical strategies.
Train teachers in the
use of technological
tools and design
practical activities using
technology.
Kalogiannakis, M., et al.
(2018).
Use of mobile devices
in science education
Mobile devices
combined with hands-
on activities enhance
learning in young
children.
Incorporate educational
mobile applications for
simple experiments and
interactive activities.
Marín-Díaz, V., &
Sampedro-Requena, B.
E. (2020)
AR in primary education
Students perceive AR
as a motivating and
useful tool for learning.
Design playful activities
with AR, such as
interactive games to
learn about the human
body or ecosystems.
Matías-Olabe, J. C., et
al. (2023)
AR in natural sciences
AR strengthens learning
by enabling interactive
and visual experiences.
Implement research
projects where students
use AR to explore
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 5(1), 1-8, 2025
Impacto de la integración de la tecnología en la enseñanza de las ciencias naturales
Impact of the integration of technology in the teaching of natural sciences
Rita Elena Almeida-Shapán
Ana Beatriz Yánez-Monge
4
natural phenomena.
Mendoza-Fuentes, C.
A. (2021)
Teaching strategies
with AR
AR enhances learning
by facilitating
understanding of
abstract concepts.
Use AR to represent
abstract concepts such
as physical forces or
chemical molecules.
Musakhonovna, K. L.
(2022)
Modern educational
tools in science
Technological tools
foster autonomy and
active learning.
Encourage the use of
interactive platforms
where students can
conduct virtual
experiments.
Nawzad, L., et al.
(2018).
Effectiveness of
technology in science
education
Technology enhances
teaching by making it
more interactive and
accessible.
Incorporate digital
simulations to explain
complex scientific
phenomena.
Oliveira, A., & Pombo,
L. (2017)
Technology-mediated
strategies
Technological
strategies personalise
learning and increase
motivation.
Design personalised
activities using
technological platforms
that adapt the content
to the pace of the
learner.
Oliveira, A., et al.
(2019)
Emerging technologies
as pedagogical tools
Emerging technologies
enrich learning by
offering innovative
experiences.
Introduce tools such as
virtual reality or
advanced simulations to
explore scientific
concepts.
Poultsakis, S., et al.
(2021)
Management of digital
objects in science
Digital objects and
simulations enhance
practical science
teaching.
Use digital simulators to
perform experiments
that cannot be done in
the classroom due to
resource constraints.
Sousa-Ferreira, R., et
al. (2021)
Virtual reality in
education
Virtual reality enables
immersive experiences
that enrich learning.
Implement virtual tours
to explore environments
such as the ocean floor
or outer space.
Stankova, E. N., et al.
(2016).
Use of computer
technology in science
Computer technology
increases efficiency and
understanding in
science teaching.
Use specialised
software to model
physical or chemical
phenomena in real time.
Tairab, H. H. (2001)
Teachers' perceptions
about science and
technology
Teacher training is key
to effectively integrating
technology into
teaching.
Offer in-service training
workshops for teachers
to learn how to integrate
technology into their
classrooms.
Uçar, S. (2015)
Use of technology in
teaching science to
young children
Technology fosters
early learning and
scientific curiosity .
Incorporate hands-on
activities with
technological devices to
explore basic science
concepts.
Urbina-Aguirre, M. B.,
et al. (2023)
AR in science learning
AR promotes active
learning and knowledge
retention.
Design hands-on
activities with AR to
explore topics such as
biodiversity or
biogeochemical cycles.
Veselinovska, S. S., et
al. (2010)
Interactive learning in
natural sciences
Interactive tools
enhance participation
and learning in science.
Use interactive tools
such as digital
whiteboards and
simulations to teach
biology.
Zainuddin, Z., et al.
(2020)
Science, Technology
and Society (STS)-
based teaching
materials
STS materials promote
contextualised and
meaningful learning.
Design teaching
materials that connect
scientific concepts with
current social problems.
Source: Own elaboration.
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 5(1), 1-8, 2025
Impacto de la integración de la tecnología en la enseñanza de las ciencias naturales
Impact of the integration of technology in the teaching of natural sciences
Rita Elena Almeida-Shapán
Ana Beatriz Yánez-Monge
5
Table 1 shows that one of the most favourable results is the positive impact of augmented
reality on the understanding of abstract and complex concepts; in this sense, Ardanuy et al.
(2024), Matías-Olabe et al. (2023) and Mendoza-Fuentes (2021) show that AR encourages
active student interaction, which favours the construction of meaningful learning and the
retention of knowledge; therefore, AR allows the visualisation of phenomena such as the carbon
cycle or human anatomy, which would otherwise be difficult to approach in a traditional
environment. Likewise, Sousa-Ferreira et al. (2021) explain that virtual reality offers immersive
experiences that enrich the teaching of complex subjects, such as the exploration of
ecosystems or natural phenomena, providing a safe and controlled environment that facilitates
experimentation and scientific enquiry.
The use of mobile devices and digital platforms has also proven to be a tool for personalising
learning and adapting it to the individual needs of students, with Kalogiannakis et al. (2018) and
Poultsakis et al. (2021) noting that these technologies enable simulations, virtual experiments
and hands-on activities that would otherwise be unfeasible due to resource or infrastructure
constraints. Furthermore, these tools foster learner autonomy by giving them the possibility to
actively explore and construct their own knowledge, in line with the principles of self-directed
learning; thus, Nawzad et al. (2018) reinforce this idea by highlighting that digital technologies
not only enhance interaction in the classroom, but also promote collaborative and dynamic
learning, favouring the development of transversal competences such as communication and
teamwork.
However, the implementation of these technologies is not without challenges, as the lack of
teacher training in the pedagogical use of technological tools, as pointed out by Hennessy et al.
(2007) and Tairab (2001), represents a significant barrier to their effective integration in the
classroom; therefore, it is essential that teachers not only acquire technical competencies, but
also develop pedagogical skills that allow them to design innovative teaching activities aligned
with learning objectives. Furthermore, Bond et al. (2021) and Bantwini (2017) explore inequality
in access to technology resources, especially in economically constrained educational contexts,
which remains a major obstacle to ensuring equitable and sustainable implementation.
From a pedagogical perspective, the studies reviewed agree on the need to adopt integrative
approaches that combine emerging technologies with active methodologies, such as project-
based learning, scientific enquiry and collaborative learning. In this sense, Oliveira et al. (2019)
comment that emerging technologies, when integrated with innovative pedagogical strategies,
not only enhance learning, but also develop key competences such as critical thinking, problem
solving and creativity. In addition, Uçar (2015) notes that the use of technologies in science
education for young children fosters scientific curiosity from an early age, which contributes to
the development of fundamental scientific skills and interest in STEM (Science, Technology,
Engineering and Mathematics) disciplines. In terms of instructional design, materials based on
approaches such as science, technology and society (STS), discussed by Zainuddin et al.
(2020), offer an opportunity to contextualise learning and connect scientific concepts to current
social issues, which not only enriches curricular content, but also promotes more relevant and
meaningful learning for students by linking scientific knowledge to their everyday environment
and reality.
On the other hand, one of the main contributions of technology in the teaching of natural
sciences is its ability to facilitate the understanding of abstract concepts and complex
phenomena; tools such as augmented reality (AR) and virtual reality (VR) allow students to
visualise and experience processes that would otherwise be difficult to observe in a traditional
environment. In addition, studies such as those by Ardanuy et al. (2024) and Matías-Olabe et al.
(2023) highlight that AR allows the representation of phenomena such as the carbon cycle,
photosynthesis or human anatomy, which fosters more meaningful and long-lasting learning.
Likewise, Sousa-Ferreira et al. (2021) indicate that VR offers immersive experiences that enrich
the teaching of complex subjects, such as the exploration of ecosystems or natural phenomena,
providing a safe and controlled environment for experimentation.
Likewise, the integration of emerging technologies has also contributed to the development of
essential transversal competences for the 21st century, such as critical thinking, problem
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 5(1), 1-8, 2025
Impacto de la integración de la tecnología en la enseñanza de las ciencias naturales
Impact of the integration of technology in the teaching of natural sciences
Rita Elena Almeida-Shapán
Ana Beatriz Yánez-Monge
6
solving, creativity and collaboration, in this order, tools such as digital simulations and
interactive platforms encourage the active participation of students, promoting learning based
on enquiry and experimentation; therefore, Kalogiannakis et al. (2018) and Nawzad et al. (2018)
note that the use of mobile devices and digital platforms not only enhances classroom
interaction, but also promotes collaborative work and student autonomy; these technologies
allow students to explore and construct their own knowledge, developing skills that transcend
academia and prepare them to face the challenges of the contemporary world.
Another significant impact of technology in the teaching of natural sciences is its ability to
personalise learning and adapt it to the individual needs of students; authors such as Poultsakis
et al. (2021) and Oliveira et al. (2017), point out that digital platforms and mobile applications
allow for the design of personalised activities that fit the pace and learning style of each student,
which not only improves student motivation and engagement, but also facilitates educational
inclusion by providing accessible resources for students with different levels of skills and
background knowledge.
CONCLUSION
From the articles reviewed, the incorporation of emerging technologies in the teaching of natural
sciences has generated a significant impact on the understanding of complex concepts,
positioning itself as a tool to transform the teaching-learning processes. Therefore, technologies
such as augmented reality and virtual reality have proven to be particularly effective in allowing
interactive and immersive visualisation of abstract phenomena, such as biological processes or
chemical cycles, facilitating meaningful learning. This impact is enhanced when these tools are
combined with active methodologies, such as project-based learning and scientific enquiry,
which promote not only the acquisition of knowledge, but also the development of transversal
competences such as critical thinking and problem solving.
FUNDING
Non-monetary
CONFLICT OF INTEREST
There is no conflict of interest with persons or institutions involved in research.
ACKNOWLEDGEMENTS
To teachers who care about promoting meaningful learning.
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Multidisciplinary Journal Investigative Perspectives
Vol. 5(1), 1-8, 2025
Impacto de la integración de la tecnología en la enseñanza de las ciencias naturales
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Multidisciplinary Journal Investigative Perspectives
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