Between the Real and the Virtual: Teachers’ Perceptions of Digital Technologies in Practical Work in Lower Secondary Natural Sciences

Digital technologies are increasingly present in practical work (PW) in science education, but little is known about how teachers of early adolescents weigh digital against hands-on activity. This study explores how Portuguese lower secondary Natural Sciences teachers perceive the advantages and risks of using digital technologies in PW. A qualitative, interpretive, exploratory study was conducted with 23 teachers selected with a geographical quota, through semi-structured comprehensive interviews held between July 2023 and February 2024. Categorical content analysis was supported by NVivo 15. Teachers named many tools, mostly general-purpose (gamification, presentation and learning management platforms) and a few subject-specific simulators. Perceived advantages were simulating phenomena that cannot be observed directly, motivation through gamification, and time savings. The risks perceived were digital saturation, distraction, loss of manual dexterity and of learning from error, uneven school internet, preparation time, and unequal student access. Only two teachers mentioned artificial intelligence. Two teachers described digital technologies as a complement to hands-on work; the findings are exploratory perceptions, not evidence of effects on students, and suggest that teacher education could address when and why digital activity is preferable to real activity.