The Impact of Computer Simulations as Interactive Demonstration Tools on the Performance of Grade 11 Learners in Electromagnetism (original) (raw)
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2012
The following terminology has been used in this study and is presented alphabetically: Computer Simulation: The computer-generated virtual reality of a three-dimensional image or environment that can be interacted within a seemingly real or physical way by using special electronic equipment. Computer: Electronic machine, operated under the control of instructions stored in its own memory that can accept data (input), manipulate data according to specified rules (process), produce results (output) and store the results for future use. Curriculum Implementer/ subject facilitator: Refers to the South African Department of Education official who supervises in our case the Physical Science programme of study and helps the teachers to understand their common objectives and assists them to plan to achieve the objectives. Curriculum: A combination of the learning outcomes, pedagogy, and content that students are to address. Dinaledi Schools: Schools identified by the South African Department of Education countrywide to excel in Mathematics and Science. These schools are supported by the department and the private sector to increase the number of learners passing high-level Mathematics and Science in Grade 12 and to encourage successful matriculants to pursue further studies in technical disciplines like engineering in tertiary institutions. Experience: Is defined in terms of a teachers' number of years of teaching. That is the number of years the teacher has taught Physical Science in a secondary school. ICT (Information & Communications Technology): Refers generally to computer technologies which include other technologies used for the collection, storage, manipulation and communication of information.
2014
Developing countries have realized the importance of physics in their quest for scientific and technological development. Physics plays a dominant role in spearheading technological advancement, promoting national wealth, improving health and accelerating industrialization. In Kenya, the overall students’ performance in physics at Kenya Certificate of Secondary Examination has been poor, with very low student enrollment. This situation has been aggravated by the expository approaches used by physics teachers, bringing the need for teachers to seek an alternative pedagogy. The computer is being used to assist in the teaching/learning process in many subject areas with promising results.This study aimed at finding out the effect of computerbased simulation module on students’ achievement in magnetic effect of an electric current. The study adopted Solomon-Four Quasi-Experimental Design which involved comparisons between two experimental and two control groups. Purposive sampling techn...
2017
An application of interactive conceptual instruction assisted virtual simulation media oriented conceptual construction to strengthen students' understanding in terms of the level consistency has been studied. The research method used was pre-experiment using design one group pretest-posttest. The population is Class XII students of one high school in Bandung. Physics content examined is magnetic properties using virtual simulations media program developed by researcher using macromedia flash. The results showed that the use of interactive conceptual instruction simulation assisted virtual simulation media can enhance the understanding of the concepts of magnetic properties with the category average medium increase. This is showed by the average of the normalized gain score, , by 0.66, the level of consistency in each concept tested get value 1.4 with category of consistency is enough. These results showed the application of interactive conceptual instruction on learning physics...
2017
A major research domain in physics education is focused on studying the effects of various types of teaching interventions aiming to help student’s alternative conception transformation. The purpose of this study was to compare the changes of conceptual understanding of Physics 11 (electricity and magnetism) laboratory in Computer simulated laboratory application (CSL) and Hands-on laboratory application (HLE) in the University of Science and Technology of Southern Philippines (USTP), formerly Mindanao University of Science and Technology (MUST). In this study, a total of 194 students were randomly selected. Two parameters were set for this study: (1) gender of the respondent; and (2) college the respondents were enrolled. The result presented that CSL with 54% was the most preferred applications as alternative instructional tool in understanding the concepts of physics. Sparingly, about 46% of the surveyed respondents favored HLE. However, no apparent differences appeared with resp...
2018
This study focused on the development and finding the effect of PhET® Interactive Simulation-based Activities in electromagnetism on the performance and learning experiences of students following the steps of the Research and Development (R & D) methodology . A panel of evaluators validated the Physics Education Technology Interactive Simulation-based Activities (PhET®ISbA) and their ratings were analyzed using the mean. The developed PhET®ISbA were tried out to 200 Grade 10 students to determine their effectiveness in teaching concepts in Physics particularly Electromagnetism via a quasi experiment following a one-group pretest-posttest design. Test results gathered from the tryout were analyzed using frequency distribution, mean, standard deviation and t-test for correlated samples. Data gathered revealed that the developed PhET®ISbA are extremely valid in terms of learning outcomes, instructional characteristics and evaluation. Findings of the tryout show that there is a signific...
Journal of Science and Education (JSE), 2022
By boosting students' thinking and understanding of hard ideas, innovative teaching pedagogies help them better comprehend difficult subjects in Physics. This study aimed to assess the students' conceptual knowledge in electricity and magnetism and their perspectives on the effects of the Phet Simulation Approach in teaching the said concepts. It utilized educational action research design with assessment-tests and a structured-interview guide as the main instruments in gathering the required data. There are 14 science teacher education students whose taking electricity and magnetism as their major subject served as participants. The assessment-test is composed of the traditional assessment test or multiple-choice test composed of 60 questions. The structured-interview guide contains one question, "What are the effects of Phet Simulation Approach in learning Electricity and Magnetism?" The results have revealed that the conceptual knowledge in Electricity and Magnetism improved to very satisfactory after the application of intervention. There is a significant difference in the assessment scores between pre-test and posttest. Six themes emerged from the students' perspectives on the effects of the intervention, including (a) better understanding; (b) learning through visualization; (c) learning became fun; (d) promotes self-facilitation of learning; (e) provides a broader range of options; and (f) grasping the micro-scale concepts. The study concludes that PhET Simulation Approach is an effective teaching strategy in electricity and magnetism. Further, the strategy is positively accepted by the students based on the qualitative data.
International Journal of Innovation in Science and Mathematics Education, 2017
This study investigated the use of interactive computer simulations in addressing misconceptions held by Grade 10 South African learners on electric circuits. The sample comprised 130 learners from three under-performing schools in a socio-economically disadvantaged township. The misconceptions were identified by means of a three-tier diagnostic test. The first tier consisted of conceptual questions; the second tier asked for reasons for the choice made on the first-tier item; and the third tier addressed the confidence level of the respondents. A statistical analysis of the data collected revealed a significant difference in the performance of learners on the pre-test and post-test, with learners performing better on the post-test. This suggested that the use of simulations in the science classroom did, to a certain extent, reduce the number of misconceptions previously held by learners. The results from this study support the findings of studies conducted in other countries, and s...
Improving Students' Understanding of Electromagnetism through Visualizations - A Large Scale Study
Science educators face a challenge of developing and implementing technology-rich learning materials and environments, especially in higher education. The Technology-Enabled Active Learning (TEAL) Project at MIT involves media-rich software for simulation and visualization in freshman physics. The objective of the project is to transform the way physics is taught in large enrollment physics classes at MIT in order to increase students' conceptual and analytical understanding and decrease failure rates in these courses. The approach is designed to help students develop better intuition about, and conceptual models of, electromagnetic phenomena. The reform is centered on an "active learning" approach -a collaborative, hands-on environment, with the use of desktop experiments, visualizations, web-based assignments, and a personal response system. The objective of the research is to assess cognitive outcomes of MIT undergraduate students who study electromagnetism in a large-scale TEAL setting and compare them with outcomes obtained in small-scale TEAL and traditional settings. We compared three groups: small-scale TEAL implementation, large-scale TEAL implementation, and traditional setting. Our study establishes that the TEAL-studio format has a significant and strong positive effect on the learning outcomes of MIT freshmen. The TEAL format enhanced the students' ability to transfer electromagnetic concepts from abstract to concrete.