Does the mode of an investigative tool matter?: preservice teachers’ perceptions of the credibility of cell images using actual vs. virtual light microscopes

Background With increasing interest in virtual experiences, virtual microscopy has emerged as an alternative to actual microscopy in science education. While both virtual and actual modes offer distinct benefits, they also have limitations, particularly in terms of credibility perceptions. A blended approach combining both modes of microscopy has been proposed, but the impact of different sequencing of these modes on learners’ credibility perceptions remains unclear.Purpose This study examines why preservice teachers perceive cell images from actual and virtual microscopy as (in)credible and whether the sequencing of these modes affects their perceptions.Sample Participants were preservice elementary teachers in a biology course. One class engaged in actual microscopy first, then virtual microscopy (n = 49), while the other engaged in virtual microscopy first, then actual microscopy (n = 47).Design and Methods After conducting each mode of microscopy, preservice teachers rated the credibility of their microscopic images and explained the reasons for their ratings. Qualitative analysis was used to examine the preservice teachers’ explanations, and quantitative analysis was applied to compare credibility scores between the two groups to determine the effect of sequencing.Findings While alignment with prior knowledge was an important reason for evaluating credibility, the microscope and the human operator emerged as two central factors. No significant difference in the credibility scores was found when actual microscopy was conducted first. However, a statistically significant difference emerged when virtual microscopy was conducted first.Conclusions The findings suggest that explaining how microscopes represent natural entities and supporting learners’ engagement in microscopy practices can enhance their perceptions of the credibility of microscopic images. Sequencing virtual microscopy before actual microscopy can serve as a scaffold, allowing learners to relate their knowledge to real-world entities and to practice actual light microscopy with greater credibility.