Teaching physics with interactive computer simulation at secondary level

Nadia Rehman,Faiz Alam,Amir Mahmood,Wanlan Zhang

doi:10.14571/brajets.v14.n1.127-141

Abstract

Early research investigated the students understanding of science concepts using physical equipment, such as visiting labs and performing experiments but due to the advancement of new technology, students now can learn complex science concepts through advanced means, such as iPad, smart books and simulations. In Pakistan, interactive computer simulation program is rarely used for teaching at the early ages. The aim of the present study is to evaluate the effectiveness of the interactive computer simulation program PhET to teach weight and mass concepts to high school students. Quasi-experimental design was used to study the effect of the interactive computer simulation on students’ physics concepts. Study also explored the student’s engagement with simulation to exercise high order thinking skills. The experimental group was taught with the interactive computer simulation program, and the control group was taught with traditional teaching method. There were five lessons each week, and the program was used for a month. Pre- and post-tests were designed for both experimental and control groups. Independent sample t-tests showed that the difference was significant between the mean scores of the experimental and control groups after the experiment (p

Highlights

In recent years, technology has been progressively integrated into education and has made significant improvements in the teaching–learning process
It was found that the students of the experimental group developed a higher conceptual understanding after teaching with interactive computer simulation program than the students taught with the traditional teaching method
Findings of the qualitative data supported the findings of the quantitative study, where teachers compared the teaching of physics with interactive computer simulation to the traditional way

Summary

Introduction

Technology has been progressively integrated into education and has made significant improvements in the teaching–learning process. There is a growing trend toward interpreting information technology (ICT) in the classroom. Technology helps teachers and students have up-to-date information (Haag & Dawkins, 1998). In the Pakistani education system, traditional pedagogical techniques are still used in schools and colleges. Students learn largely from extracting knowledge from the textbooks and lectures. All these styles of learning rarely give students the opportunity to apply their newfound knowledge to actual situations; there is a serious time lag between students learning and applying new knowledge. Students merely cram the content material in order to get good grades and do not understand the concepts. When these students enter intermediate or higher education, the quality of education is affected. Throughout life, these students failed to apply simple theoretical concepts to “real life” situations (Alfjijam, 2013)

Objectives

Methods

Results

Conclusion