In this research, we have sought to show the importance of experimentation in teaching life and earth sciences and more specifically in the topic of the microbial world. Secondly, we tried to identify the various problems that hinder the practice of experimentation in our scientific classes. Finally, we demonstrated how simulation can be an effective means of remediation. To do this, we adopted a multiple methodology: an interview reserved for teachers and two questionnaires for the two actors in the field, namely students and teachers. Two essential points were highlighted: the infrastructure reserved for practical work in two schools, a college and a high school, as well as the multiple and varied opinions of students on experimental activities. The results showed, on the one hand, that the laboratories of these establishments, under the present conditions, do not promote the learning and development of scientific knowledge in an active manner. Indeed, most scientific activities are carried out in a purely theoretical way, given the inadequacy of suitable premises and the poor management of laboratories, which only accentuate this precarious situation. On the other hand, we were also able to detect through the opinions of the students, a lack of deep enthusiasm in students aware of the precarious conditions of their laboratory but also of the methods of work which are not very motivating. This study has no other purpose than to improve the teaching process learning the concepts of SVT. We have tried to show that simulations have a lot to offer in this field and could be a very effective way to remedy the difficulties of the experiments without wanting to replace them.