New Perspectives in Science Education

Today, the use of Simulated Learning Environments (SLEs) have provided safe spaces where real systems and processes are imitated for the purpose of learning and visualisation. phET simulations developed by the University of Colorado have been reported useful in science learning. However, not many studies in South Africa have assessed their impact on achievement in content tests. This baseline study examined the effects of SLEs provided within phET simulations on pre-service science teachers’ achievement in Physics content tests. Fifty (n=50) out of sixty-eight (N=68), pre-service physical science teachers where randomly selected from a South African teacher training programme to participate in the study. A sequential mixed method research approach was employed in assessing the holistic impact of the simulated learning spaces. The initial phase of the study constituted a quasi-experimental phase where a Physics content test was given pre and post learning interventions with phET simulation laboratories. This phase was followed by a second phase in which follow-up semi structured, focus group interviews were conducted to understand pre-service teachers’ experiences of the SLEs that were used during the learning interventions. Findings revealed that, mean achievement scores in physics content tests improved significantly post intervention with the phET SLEs. When asked to share their experiences of the SLEs pre-service teachers indicated some of the benefits and setbacks within SLEs. The benefits included the opportunities for trial and error within the SLEs, the interactive features, visualisation of abstract concepts, the feeling of safety when attempting dangerous experiments within the SLEs and the availability of online content from anywhere and anytime. The participants also indicated lack of authenticity, the addictive nature of the SLEs, possible hazards of prolonged exposure to computer screens and non-curriculum compliant learning objectives as some of the setbacks associated with the use of the phET SLEs in the South African context. The implications from these findings are that, SLEs are complimentary and effective learning technologies, which can foster achievement in Physics content test and science learning. However, they cannot cater for the learning of science process skills associated with traditional Physics laboratories. Some recommendations are also proposed herein.

Keywords: Simulated Learning Environments (SLEs), PHet, Content tests, Achievement;