Examining the Use of PhET Simulations on Students’ Attitudes and Learning in General Chemistry II

Abstract

Chemistry is considered difficult to students to learn because many of its concepts are abstract in nature and require visualization at the sub-microscopic level of representation. Physics Education Technology (PhET) offers students the ability to understand and relate both chemical systems and what is happening at the sub-microscopic level through dynamic visualization. Simulations like PhET can be used as a powerful transformative tool for the teaching and learning of science. The research design and paradigm goal is to investigate the students' perceptions on the impact of PhET simulations on their learning and attitudes and to identify PhET's most helpful features. The data gathering tool in this research project is a survey that comprised of Likert-type and open-ended questions that was handed out to students who have completed General Chemistry II and were acquainted with PhET simulations as part of their laboratory sessions. The research took place at the City College of New York, an urban, minority serving, and public college. The number of research participants is 158. The implications of the research findings are PhET interactive simulations have an overall positive impact on students' attitudes and perceptions about learning, PhET simulations promote students' development of conceptual understanding of chemistry concepts and content, PhET simulations seem to promote and facilitate learning and understanding of abstract concepts, and PhET simulations furnish learning opportunities that otherwise cannot be attained in a traditional laboratory setting. The data presented in this paper support the notion that there is a need to update and modify general chemistry laboratories to reflect emerging technologies such as PhET interactive simulations.

The Affordances of Minecraft Education as a Game-Based Learning Tool for Atomic Structure in Junior High School Science Education

“…There is also the possibility of passive acceptance of knowledge. While both YouTube videos and PhET simulations are good supplementary learning tools (Ankiewicz et al, 2015;Baltzis & Koukias, 2009;Salame & Makki, 2021), they lack the playful aspect offered by Minecraft Edu.…”

“…One might argue that PhET simulations (computer simulations) may hold the same affordances as Minecraft. However, PhET simulations are virtual labs, originally designed for educational purposes in order to clarify instruction and enhance the learning experience (Salame & Makki, 2021). These simulations lead to deep learning and are known for improving students' interest and academic performance (Baltzis & Koukias, 2009).…”

Pembelajaran Fisika melalui Virtual Laboratory Berbasis Phet Simulation untuk Meningkatkan Keterampilan Proses Sains Mahasiswa Pada Materi Listrik

“…Sehingga mahasiswa tidak merasa tertekan atau stress dengan adanya pembelajaran yang berbasis online. Virtual laboratory menggunakan PHET simulation memberikan kesempatan kepada mahasiswa untuk melakukan eksperimen dengan cara yang lebih menyenangkan (Dantic & Fularon, 2022;Salame & Makki, 2021;Wieman, 2010). Hal ini dikarenakan PHET simulation memiliki tampilan yang menarik.…”

Students’ conceptual understanding in chemistry learning using PhET interactive simulations

“…In addition, it is also represented at the sub-microscopic level symbolically, and there is no way to observe the atomic/molecular changes (Petillion & McNeil, 2020). Therefore, students cannot directly experience and see the sub-microscopic level, making it difficult to visualise a reaction (Abdoolatiff & Narod, 2009;Salame & Makki, 2021). In the end, students will construct their new knowledge with their previous prior knowledge (Üce & Ceyhan, 2019).…”

“…Despite being one of the most important chemistry concepts in the curriculum, students find it challenging to construct the concept of chemical equilibrium (Üce & Ceyhan, 2019;Ulinnaja, 2019). Because molecules are not visible and the concepts can be abstract, it is difficult for novices to visualise and make connections involving the sub-microscopic level with observable macroscopic (Salame & Makki, 2021;Taber, 2013;Talanquer, 2011). Since students develop most of the misconceptions about chemical equilibrium due to their inability to visualise the level in the equilibrium state, it should be appropriate for teachers to use interactive simulations to describe the direction of reactants and products movement.…”