Simulations & Virtual Labs

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Why it works

Interactive simulations and virtual labs let students manipulate variables, run experiments, and visualize processes and systems that are invisible, dangerous, expensive, or impractical in a real classroom (molecular motion, electrical circuits, population dynamics, physics). Research supports well-designed simulations for building conceptual understanding, especially when students actively explore, make predictions, test them, and reflect, rather than passively watching. Simulations work best integrated with a clear learning goal, guided inquiry, and sense-making discussion, and (where feasible) alongside, not entirely replacing, hands-on experience. They are a powerful tool for making the abstract concrete.

The research: Research on educational simulations and virtual labs.

The run-of-show

Choose your slot. The agenda, timings, and length update to match.

The core activity: use a simulation for sense-making

Teachers leave with a simulation used actively, tied to a goal.

Pick a concept hard to see or safely do in class.
Choose a quality simulation or virtual lab.
Have students actively explore, predict, test, and reflect (not passively watch).
Tie it to a clear goal and build in sense-making discussion.

Make the abstract concrete, activelySimulations and virtual labs make the invisible or impractical explorable. Use them with a clear goal, active prediction and testing, and sense-making, not passive watching.

Facilitator notes

Use for the invisible, dangerous, or impractical.
Have students predict, test, and reflect.
Tie to a goal, build in sense-making, and complement hands-on.

Passively watching a simulation builds littleA simulation students just watch does little. Have them actively explore, predict, test, and reflect, tied to a learning goal, for real understanding.

Adapt it

Elementary: explore, predict, simple concepts.
Secondary: manipulate variables, test, reflect, concepts.
All settings: active exploration, prediction, sense-making.

Participant handout

One page for every teacher. Print it, or save it as a PDF.

K12 Academics · Professional Learning

Simulations & Virtual Labs: active sense-making

The abstract made concrete: a quality simulation used with prediction, testing, reflection, and sense-making.

The concept hard to see or safely do:
The simulation or virtual lab I choose:
How students actively explore, predict, test, and reflect:
The clear goal and sense-making discussion:
A concept to make concrete with a simulation:

Make it stick

Active sense-making:

Use simulations actively.
Build in sense-making.
Bring a simulation that deepened understanding to the next PLC.

Common questions

Are simulations as good as real labs?

They have distinct strengths: exploring the invisible, dangerous, or impractical, and manipulating variables freely. Used well (with prediction, testing, reflection), they build conceptual understanding, and complement, rather than fully replace, hands-on experience.

How do I use a simulation well?

Tie it to a clear learning goal, have students actively explore, predict, test, and reflect (not passively watch), and build in sense-making discussion. Active, purposeful use is the key.

What can simulations do that labs cannot?

Make the invisible visible (molecules, forces), let students safely experiment with dangerous or impractical scenarios, and manipulate variables freely to see relationships. They deepen conceptual understanding.