Remjai Carl B. Acenas¹, Reynante B. Martin¹, Romiro G. Bautista^1,

Science education, in the midst of technological advancement, calls for the integration of ICT facilities that can enforce hands-on sciences both in theory and laboratory to leverage it at par. The integration of Crocodile Chemistry in the learning experiences of the students provide a complementary leap that enables learners to understand concepts better in an interactive manner. This study was designed to explore the experiences of a group of pre-service secondary school teachers in using simulated laboratory sessions in understanding select concepts in chemistry. Employing phenomenology of the qualitative research design as strategy for inquiry, thematic analysis, and document trail, the following are found: crocodile chemistry provides an avenue to easily understand concepts, provision for exciting and interesting supplemental learning experiences, provision for new laboratory experience, and extraction of results. Owing to the aforementioned results, this study concludes that the integration of crocodile chemistry in classroom teaching and learning complements knowledge construction to select concepts in chemistry from the traditional laboratory encounters.

chemistry education, crocodile chemistry, virtual laboratory, simulation, ICT in education