Enhancing Students’ Learning of Physics Concepts with Simulation as an Instructional ICT Tool (original) (raw)
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Journal of Baltic Science Education, 2019
Teacher-dominated approach is still the most adopted teaching strategy in Ghanaian high schools despite the Government of Ghana’s initiatives to support technology-oriented, learner-centred and interactive teaching practices. This study examined the effectiveness of simulation-based lessons in improving the teaching of high school physics by adapting the five dimensions for meaningful learning with information and communication technology model by Howland, Jonassen and Marra (2012) as a theoretical lens. Using an explanatory case study design, eight pre-service physics teachers from the University of Cape Coast, Ghana were engaged to develop and design simulation-based physics lessons in design teams and enact these lessons among themselves in microteaching sessions. Results showed that the simulation-based lessons were effective in that the pre-service teachers’ teaching practices improved to be learner-centred and interactive. The results also suggested that although a combination...
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This paper describes a comprehensive review of 31 quasi or experimental research studies from the past decade on the effect of PhET simulations on students' conceptual understanding of physics. Two questions guided the review: (i) To what extent do PhET simulations enhance students' conceptual understanding of physics? (ii) What are the best ways to use PhET simulations to enhance conceptual understanding of physics? The reviewed literature provides robust evidence that PhET simulations can significantly enhance students' conceptual understanding of physics and can be integrated into many active learning instructional environments. The paper also points out gaps and directions of future research and suggests that educators integrate PhET simulations in physics to create more meaningful learning.
Article, 2023
Introduction: Physics is a science subject that is fundamental for developments in any country. Students' achievement in Physics concepts in the Kenya Certificate of Secondary Education (K.C.S.E) has been below average. Most physics concepts are abstract in nature and the techniques used to teach do not allow learners to conceptualize such concepts. This has led to poor student achievement in physics. Purpose: The purpose of the study is to investigate effect of simulation teaching technique on secondary school students' physics concepts achievement in Buuri East subcounty, Meru County, Kenya. Methods: Solomon four non-equivalent control group design was used. Both purposive and stratified sampling techniques were used to select four coeducational schools that were used in the study. The sample of the study consisted of 123 form two students. Physics Achievement Test (PAT) was used to collect data on students' achievement in Physics. The instrument was validated and pilot tested for use in data collection. KR-20 was used to estimate the reliability of PAT, a coefficient of 0.84 was found. Data were analyzed using both descriptive and inferential statistics, which included mean score, ttest, and ANOVA. The hypotheses were tested at 0.05, alpha level of significance. Findings: The results showed that the difference in physics achievement was statistically significant in favor of experimental group. There was no statistically significant difference in the achievement between male and female students in physics, based on the results. Recommendations: it was recommended that physics teachers embrace the use of simulation in teaching. The government and education stakeholders should encourage the use of simulation teaching technique in teaching physics in secondary schools.
Interactive Simulations to Physics Teaching: A Case Study in Brazilian High School
This paper presents the results of a study that investigated the use of simulators to improve physics teaching. The study population consisted of eight classes totaling 205 second year high school students from Brazilian public school. The research methodology adopted compares the average performance of students on tests conducted in the classroom to performance on tests conducted in the laboratory using computer simulators. The results obtained showed that students' performance on tests improved after the use of simulators. It was found that the students had more homogeneous test results when using the simulator.
The effect of simulation methods in teaching physics on students’ academic success
World Journal on Educational Technology: Current Issues, 2015
The aim of this study is to determine the effect of simulation methods in teaching physics on students’ academic success.70 students (35 control, 35 experimental) who studied at the Near East University Faculty of Education, in the Department of Computer Education and Educational Technology, in 2013-2104 academic year participated in this research. Mixed methods approaches, which included both qualitative and quantitative methods, were used in the research. Instructional transaction included the subject of “Shooting†in the “Movements on Earth†unit. Statistical results of the data obtained after the application showed that students of the experimental group who were taught using simulations were more successful than the students of the control group who were taught by the traditional approach. Also, it was determined that students of the experimental group were satisfied by simulation-based Physics education. Keywords: physics education, simulation-based education, educat...
International Journal of Innovative Research and Development
The use of technology has influenced our way of life in this 21st century. Technology dictates the pace in commerce, communication, finance, education and even sports (soccer with the introduction of video assisted referee and goal line technology). In education, technology has the potential to change the way teaching and learning is done. The rapid change requires a corresponding response from educators to use technology in order to develop the proficiency and skills for students, and to bring innovation in teaching and learning, which can lead to a robust educational system (State Educational Directors Association, 2007). There is therefore a growing interest on how teachers use technology in the classroom (Albion, Jamieson-Proctor & Finger, 2010). The challenges for education in this ever changing 21st century are how to find out and use technological tools that add efficiency and value to both teaching and learning. Technology has profound and lasting influence in classroom as being a powerful tool that can change the way lessons are taught by facilitating both teachers' instructional practices and students' learning processes. Effective learning and teaching requires that both teachers and students are able to use new technologies to access, organize and evaluate information to solve problems and innovate practical ideas in real-world settings (Jimoyiannis, 2010). Technology can enhance the teaching and learning of science if it is use in line with researched based effective teaching practices (Bryan, 2006). In science education in general and physics in particular, there is a wide range of efficient technological tools and applications available for teaching and learning. Rios and Madhavan (2000) classified technologies that are appropriate for physics instruction into four categories. These categorizations are (1) computer interfacing equipment to collect and process data, (2) experimental or theoretical modelling, (3) computer simulations requiring graphics, and (4) research/reference/presentation programs for gathering, reporting, and/or displaying information. The use of technology in science education is advocated for because technology provides opportunities for active learning, enable students to perform at higher cognitive levels, supports constructive learning, promotes scientific inquiry and conceptual change and promotes active and participatory learning as well (Jimoyiannis, 2010). Technology enhances both investigative and practical aspect of science teaching; expedites and enhances production of school work; improves motivation and engagement; supports exploration and experimentation as well as fosters self-regulated and collaborative learning (Osborn & Hennessy, 2003).
ABSTRACT This study investigated the effect of Physics Education Technology (PhET) Simulation as a teaching method in improving the proficiency level of Grade 10 students in Physics. The subjects of the study were the sixty (60) randomly selected Grade 10 students of the General Santos City Sped Integrated School, which were classified into two groups: the experimental group and the control group. The study employed the quasi-experimental method of research specifically made use of the Pre-test-Post-test Non-Equivalent Group Design. Results of the study showed significant difference in the pretest and posttest of both the control group (t=13.58, ρ=.000) and the experimental group (t=22.171, ρ=.000). These indicate that both the lecture method and the PhET simulation method are effective methods in teaching Physics. However, when the difference in the mean gain score of the control group (13.87) and the experimental group (18.43) were compared using t-test, the t-value obtained is 3.468 while the ρ-value is .001. Since ρ<.05, then the difference is significant. This means that in terms of gained knowledge in Physics, there is greater learning achieved by the experimental group which was exposed to PhET Simulation method than the control group which is exposed to the lecture method. Thus, the PhET simulation method is more effective in teaching Physics than the lecture method based on their mean gain scores which showed significant difference.
The effect of simulation methods in teaching physics on students' academic success
The aim of this study is to determine the effect of simulation methods in teaching physics on students' academic success.70 students (35 control, 35 experimental) who studied at the Near East University Faculty of Education, in the Department of Computer Education and Educational Technology, in 2013-2104 academic year participated in this research. Mixed methods approaches, which included both qualitative and quantitative methods, were used in the research. Instructional transaction included the subject of "Shooting" in the "Movements on Earth" unit. Statistical results of the data obtained after the application showed that students of the experimental group who were taught using simulations were more successful than the students of the control group who were taught by the traditional approach. Also, it was determined that students of the experimental group were satisfied by simulation-based Physics education.
Using computer simulation to aid the interactive learning of physics in secondary education
Physics Education, 2018
In this article a new authorial EduPython application is presented. It is an online tool that supports the teaching of physics using a problem-solving method. It gives the teacher an opportunity to collect data that students send using their smartphones. The application uses the data to produce a collective answer of all the students which gives the feedback. On the basis of the feedback, students can find out how close they are to finding the correct answer. A teacher, on the other hand, can run the course of a lesson more precisely. Furthermore, EduPython lets the teacher run a lesson on the basis of computer simulations of real experiments, including those which are impossible to carry out in a regular school environment. In the paper, an example of interactive lesson at the level of secondary education using EduPython tool is presented.
Universal Journal of Educational Research, 2020
Since 2000 till nowadays, the Moroccan educational system is increasingly evolving towards the optimal adoption of the competency-based approach that focuses on the learner. From this perspective, it is necessary to search for new pedagogical tools that can emulate the real experiment in creating motivational learning environments and improving the process of acquiring competences, especially with the shortage of experimental equipment in school lab. With the growing interest in ICT (Information Communication Technology), the use of interactive simulations has emerged as a true competitor to the real experience, and an effective alternative to traditional practices. This work aims to study the impact of using the interactive simulation product "Buoyancy" created as part of the physics project Education Technology (PhET), on the understanding and learning of common core science students. A comparative study has been performed between the interactive simulations using PhET tool and the real experience, considering acquiring and applying the cognitive skills as a key performance indicator. The experience has occurred with the adoption of a pre-test and post-test method. At the end of the session, we invited the simulation group learners to rate the sequence using a survey form. Obtained results have shown that PhET simulations have a remarkable effect on the acquisition and the application of new knowledge in Archimedes' thrust lesson; these effects are comparable with those of real experience. Moreover, the found results have shown a huge improvement in some other indicators like motivation, engagement and interaction inter-learners compared to the traditional method.