New Perspectives in Science Education

Researchers have called for an extensive examination of the use of technology learning resources such as simulations in particular learning contexts in order to understand the widespread use of its integration in learning (Ramnarain & Moosa, 2018; Song, 2014). A computer simulation is a computer program that attempts to simulate a model of a particular system. Users can manipulate the model to view how it would behave under various conditions, and the outcome of these changes are made visible or reported as a measurement by the program itself (Khan, 2010). Computer simulation environments allow learners to observe and investigate models of abstract and complex concepts, and to modify existing scientifically incorrect conceptions (Chang, Chen, Lin, & Sung, 2008; Chen, Pan, Sung, & Chang, 2013), thereby supporting an inquiry-based learning. This study investigated the inquiry-based pedagogy of a physical sciences teacher in teaching topics with Physics Education Technology (PhET) computer simulations. PhET computer  simulations are developed by the University of Colorado and are available for free downloading. These simulations enable students to make connections between real-life phenomena and the underlying science, deepening their understanding and appreciation of the physical world.  In order to further encourage quantitative exploration, the simulations also offer measurement instruments including rulers, stop-watches, voltmeters and thermometers. As the user manipulates these interactive tools, responses are immediately animated thus effectively illustrating cause-and-effect relationships as well as multiple linked representations (motion of the objects, graphs, number readouts, etc.) (PhET, 2013). This study used design-based research methodology because it focuses on understanding how, when, and why educational innovations work in practice (Brown, 1992). The research followed four phases of design-based research as suggested by Reeves, Herrington and Oliver (2005): (i) Analysis of practical problem by researchers and practitioners, (ii) Development of solutions informed by existing design principles and technological innovations, (iii) Interactive cycles of testing and refinement of solutions in practice and (iv) Reflection to produce “design principles” and enhance solution implementation. Key design principles were explicated in the use of simulations.

Keywords: Inquiry; PhET; design-based;