| Summary: | In the COVID-19 pandemic, we unexpectedly turned to an emergency remote education [ERE] mediated by ICT. In this context, from the interpretive paradigm, we conducted a descriptive research to report the perceptions about learning of university students of a science career, in a practical subject—Laboratory of Experimental Microbiology—having switched from a face-to-face education to an ERT. With a mixed methodological approach, we designed and validated a survey with closed and open questions that was solved by 56 students. Two analytical axes were used: a contextual one and a conceptual one, for which wecarried out a content analysis, both descriptive-quantitative and comprehensive-qualitative. The results show that more than 50% perceive that the objectives of the subject were not achieved and that they learned less. 80% consider that communication with teachers was good. The predominant conceptual spectrum of the student population is traditionalist. Therefore, we conclude the importance of working with ICTs from a constructivist perspective, within the framework of a “new vision of science”.
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