Research Article

Enhancing Students’ Learning of Physics Concepts with Simulation as an Instructional ICT Tool

Elizabeth Darko Agyei 1 * , Douglas Darko Agyei 1
More Detail
1 University of Cape Coast, GHANA* Corresponding Author
European Journal of Interactive Multimedia and Education, 2(2), 2021, e02111, https://doi.org/10.30935/ejimed/11259
OPEN ACCESS   1126 Views   2234 Downloads
Download Full Text (PDF)

ABSTRACT

The dwindling interest and perceived difficulty experienced by science students in learning physics at the senior high school level of education in Ghana speak to the need for the creation of authentic instructional platforms that promote enhanced learning as well as motivate students’ interest in physics. This study used an explanatory case study design to examine the affordances of Physics Education Technology simulations (PhETs) as an instructional tool with the intent to explain how enhanced students’ learning of physics concepts with simulations through implementation processes are possible in the context of Ghana. Nine pre-service physics teachers were engaged as learners to mimic the role of senior high school science students in witnessing simulation-based physics lessons. Questionnaires, pre- and post-tests and focus group interviews were the data sources employed in this study. The results showed that the learners’ learning enhanced with the use of PhETs because their learning outcomes improved and also, they had positive experiences with the simulations. Consequently, the study advocates that enhanced learning of concepts in physics with simulations are possible through interactive implementation processes that are exploratory and demonstrative in nature and context-sensitive.
Keywords: high school physics, ICT, students’ learning, simulations-supported lessons

CITATION (APA)

Agyei, E. D., & Agyei, D. D. (2021). Enhancing Students’ Learning of Physics Concepts with Simulation as an Instructional ICT Tool. European Journal of Interactive Multimedia and Education, 2(2), e02111. https://doi.org/10.30935/ejimed/11259

REFERENCES

  1. Agyei, D. D. (2012). Preparation of pre-service teachers in Ghana to integrate information and communication technology in teaching mathematics. Universiteit Twente. https://doi.org/10.3990/1.9789036533690
  2. Agyei, D. D. (2021). Integrating ICT into schools in Sub-Saharan Africa: From teachers’ capacity building to classroom implementation. Education and Information Technologies, 26, 125-144. https://doi.org/10.1007/s10639-020-10253-w
  3. Agyei, E. D., & Agyei, D. D. (2019). Feasibility of ICT use in teaching physics in the senior high schools in Ghana. International Journal of Education, Learning and Development, 7(8), 26-41.
  4. Agyei, E. D., Jita, T., & Jita, L. C. (2019). Examining the effectiveness of simulation-based lessons in improving high school physics teaching: Ghanaian pre-service teachers’ experiences. Journal of Baltic Science Education, 18(6), 818-832. https://doi.org/10.33225/jbse/19.18.816
  5. Allan, M. K. (2007). Millennial teachers: Student teachers as users of information and communication – A New Zealand case study. International Journal of Education and Development using Information and Communication Technology, 3(2), 16-29.
  6. Azure, J. A. (2015). Senior high school students’ views on the teaching of integrated science in Ghana. Journal of Science Education and Research, 1(2), 49-61.
  7. Barak, M., & Dori, Y. J. (2005). Enhancing undergraduate students through project-based learning in an IT environment. Science Education, 89(1), 117-139. https://doi.org/10.1002/sce.20027
  8. Behar, M., & Polat, P. (2007). The science topics perceived difficult by pupils of primary 6-8 classes. Diagnosing the problems and remedy solutions. Educational Sciences: Theory and Practice, 7(3), 1113-1130.
  9. Bell, R. L., & Smetana, L. K. (2008). Using computer simulations to enhance science teaching and learning. In R. L. Bell, J. Gess-Newsome, & J. Luft (Eds.), Technology in the secondary science classroom (pp. 23-32). National Science Teachers Association Press.
  10. Buabeng, I., Ampiah, J. G., & Quarcoo-Nelson, R. (2012). Senior high school female students’ interest in physics as a course of study at the university level in Ghana. IFE PsychologIA, 20(1), 369-379.
  11. Chatzopoulos, A., Kalogiannakis, M., Papadakis, S., Papoutsidakis, M., Elza, D., & Psycharis, S. (2021). DuBot: An open-source, low-cost robot for STEM and educational robotics. In Handbook of Research on Using Educational Robotics to Facilitate Student Learning (pp. 441-465). IGI Global. https://doi.org/10.4018/978-1-7998-6717-3.ch018
  12. Clark, R. C., & Mayer, R. E. (2003). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia Learning. Pfeiffer Publishing. https://doi.org/10.1002/pfi.4930420510
  13. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd Ed.). Lawrence Erlbaum Associates.
  14. Dega, B. G., Kriek, J., & Mogese, T. F. (2013). Students’ conceptual change in Electricity and Magnetism using simulations: A Comparison of cognitive perturbation and cognitive conflict. Journal of Research in Science Teaching, 50(6), 677-698. https://doi.org/10.1002/tea.21096
  15. Donnellan, C. (2003). Does sex make a difference? An equalities peak for young people on international women’s day. The Gender Issues, 64, 14-17.
  16. El Kharki K., Bensamka F., & Berrada K. (2020). Enhancing practical work in physics using virtual Javascript simulation and LMS Platform. In D. Burgos (Ed.), Radical solutions and e-learning. Lecture Notes in Educational Technology. Springer, Singapore. https://doi.org/10.1007/978-981-15-4952-6_9
  17. Esquembre, F. (2001). Computers in physics education. Computer Physics Communications, 1-6. https://doi.org/10.1016/S0010-4655(02)00197-2
  18. Fan, X., Geelan, D., & Gillies, R., (2018). Evaluating a novel instructional sequence for conceptual change in physics using interactive simulations. Education Sciences, 8(1), 29. https://doi.org/10.3390/educsci8010029
  19. Finkelstein, N. D., Adams, W. K., Keller, C. J., Kohl, P. B., Perkins, K. K., Podolefsky, N.S., Reid, S., & LeMaster, R. (2005). When learning about the real world is better done virtually: A study of substituting computer simulations for laboratory equipment. Physical Review Special Topics – Physics Education Research, 1(1), 010103. https://doi.org/10.1103/PhysRevSTPER.1.010103
  20. Finkelstein, N., Adams, W., Keller, C., Perkins, K., Wieman, C., & the Physics Education Technology Project Team. (2006). High-tech tools for teaching physics: The physics education technology project. Journal of Online Learning and Teaching, 2(3), 110-121.
  21. Fu, J. S. (2013). ICT in Education: A critical literature review and its implication. International Journal of Education and Development using Information and Communication Technology, 9(1), 112-125.
  22. Gray, K. E., Adams, W. K., Wieman, C. E., & Perkins, K. K. (2008). Students know what physicists believe, but they don’t agree: A study using the CLASS survey. Physics Education Research, 4(2), 1-10. https://doi.org/10.1103/PhysRevSTPER.4.020106
  23. Hannel, S. L., & Cuevas, J. (2018). A study on science achievement and motivation using computer-based simulations compared to traditional hands-on manipulation. Georgia Educational Researcher, 15(1), 3. https://doi.org/10.20429/ger.2018.15103
  24. Jimoyiannis, A., & Komis, V. (2001). Computer simulations in physics teaching and learning: A case study on students’ understanding of trajectory motion. Computers & Education, 36(2), 183-204. https://doi.org/10.1016/S0360-1315(00)00059-2
  25. Koh, J. H. L. (2013). A rubric for assessing teachers’ lesson activities with respect to TPACK for meaningful learning with ICT. Australasian Journal of Educational Technology, 29(6), 887-900. https://doi.org/10.14742/ajet.228
  26. Kohnle, A. (2014). Interactive simulations for the learning and teaching of quantum mechanics concepts. In S. Dormido & L. de la Torre (Eds.), MPTL’18 – Book of Proceedings: 18th Edition of the Multimedia in Physics Teaching and Learning Conference. European Physical Society, Multimedia in Physics Teaching and Learning Conference, Madrid, Spain.
  27. Kothari, C. R. (2004). Research methodology: Methods & techniques (2nd ed.). New Age International (P) Limited Publishers.
  28. Martin, R., Sexton, C., & Gerlovich, J. (2002). Teaching science for all children: Methods for constructing understanding. Allyn and Bacon.
  29. Mbodila, M., Jones, T., & Muhandji, K. (2013). Integration of ICT in Education: Key challenges. International Journal of Emerging Technology and Advance Engineering, 3(11), 515-520.
  30. Miles, M., & Huberman, M. (1994). Qualitative data analysis. Sage.
  31. Nadiradze, L., Kapanadze, M., & Kvirkvelia, B. (2020). Use of technologies, as the effective instrument for enhancing of motivation in the process of physics teaching. INTED2020 Proceedings, 14th International Technology, Education and Development Conference, Spain, 2768-2773. https://doi.org/10.21125/inted.2020.0828
  32. Ouahi, M. B., Hou, M. A., Bliya, A., Hassouni, T., & Al Ibrahm, E. M. (2021). The effect of using computer simulation on students’ performance in teaching and learning physics: Are there any gender and area gaps? Educational Research International, 2021, 1-10. https://doi.org/10.1155/2021/6646017
  33. Podolefsky N. S., Perkins K. K., & Adams W. K. (2010). Factors promoting engaged exploration with computer simulations. Physical Review Special Topics – Physics Education Research, 6(2), 020117. https://doi.org/10.1103/PhysRevSTPER.6.020117
  34. Pucholt, Z. (2021). Effectiveness of simulations versus traditional approach in teaching physics. European Journal of Physics, 42(1). https://doi.org/10.1088/1361-6404/abb4ba
  35. Sarı, U., Hassan, A. H., Güven, K., & Şen, Ö. F. (2017). Effects of the 5E teaching model using interactive simulation on achievement and attitude in physics education. International Journal of Innovation in Science and Mathematics Education, 25(3), 20-35.
  36. Stieff, M., & Wilensky, U. (2003). Connected chemistry-incorporating interactive simulations into the chemistry classroom. Journal of Science Education and Technology, 12, 280-302. https://doi.org/10.1023/A:1025085023936
  37. Taale, K. D. (2011). Improving physics problem solving skills of students of Somanya Senior High Secondary Technical School in the Yilo Krobo District of Eastern Region of Ghana. Journal of Education and Practice, 2(6), 8-21.
  38. Thompson, F., & Logue, S. (2006). An exploration of common student misconceptions in science. International Education Journal, 7(4), 553-559.
  39. Trundle, K. C. & Bell, R. L. (2005). The use of a computer simulation to promote scientific conceptions of moon phases [Paper presentation]. Annual Meeting of the National Association for Research in Science Teaching, Dallas, TX.
  40. Vlachopoulos, D., & Makri, A. (2017). The effect of games and simulations on higher education: A systematic literature review. International Journal of Educational Technology in Higher Education, 14(22), 1-33. https://doi.org/10.1186/s41239-017-0062-1
  41. Wieman, C. E., Adams, W. K., Loeblein, P., & Perkins, K.K. (2010). Teaching physics using PhET simulations. The Physics Teacher, 48(4), 225-227. https://doi.org/10.1119/1.3361987
  42. Yin, R. K. (2003). Applications of case study research: Applied social research methods (4th ed.). Sage Publications.
  43. Zacharia, Z. C. (2007). Comparing and combining real and virtual experimentation: An effort to enhance students’ conceptual understanding of electric circuits. Journal of Computer Assisted Learning, 23, 120-132. https://doi.org/10.1111/j.1365-2729.2006.00215.x
  44. Zacharia, Z. C., & Anderson, O. R. (2003). The effects of an interactive computer-based simulation prior to performing a laboratory inquiry-based experiment on students’ conceptual understanding of physics. American Journal of Physics, 71, 618-629. https://doi.org/10.1119/1.1566427