Real Experiments versus Phet Simulations for Better High-School Students’ Understanding of Electrostatic Charging

Abstract

This research investigates the influence of computer simulations (virtual experiments) on one hand and real experiments on the other hand on the conceptual understanding of electrical charging. The investigated sample consists of students in the second year (10 th grade) of three gymnasiums in Macedonia. There were two experimental groups and one control group. In one of the experimental groups, called Sim group, the instruction was realized by means of computer simulations. In the other experimental group, called Real group, the instruction was realized by means of real experiments. The difference between pre-test results and post-test results revel that the approaches used in experimental groups give more quality knowledge and skills than the one in the control group. The results in the Real group and Sim group are very similar. There are slight differences caused by the different features of the two approaches. Some differences occur based on the feature difference between real experiments and computer simulations.

Which One Is Better Hands on or Phet Simulation on Harmonic Oscillation

“…This previous research with that doing by Johnson-Glenberg & Megowan-Romanowicz (2017) which says that there is the influence of the use of KIT media to increased student learning outcomes on the material thermal energy. The cognitive learning achievement of students included in the category very strongly with implementation learning with virtual media are supporting by PhET simulation (Ajredini et al, 2017;Jauhari et al, 2017;Randall & Emily, 2016).…”

“…The similar studies are also carried out by Johnson-Glenberg et.al, (2016);Purnamawati et.al, (2017); that the results of a study using PhET Simulation more effective, practical and fun. As well as the results of research the learning that utilizes of PhET simulation have the learning outcomes better than learners without using PhET simulation (Ajredini et al, 2017;Jauhari et al, 2017).…”

“…This is an open access article under CC-BY-SA license (https://creativecommons.org/licenses/by-sa/4.0/) researches and educational practitioner make a virtual learning media that oriented to computerbased learning to minimize cost and more efficient in uses, including in the form of applications Physics Education Technology or better known by the abbreviation PhET. Besides, the next problems are not all the teachers are can use this virtual media and not all schools provide computers and internet access are adequate to access the PhET website (Ajredini et al, 2017;Jauhari et al, 2017;Randall & Emily, 2016;Setiadi & Muflika, 2015).…”

“…PhET is easy to use and is applied in the classroom, before using the PhET simulation, the computer requires installed java program and flash. Also, PhET can also be used online on the website https://phet.colorado.edu (Ajredini et al, 2017;Jauhari et al, 2017;Saregar, 2016;Setiadi & Muflika, 2015).…”

Addressing Elementary Teachers’ Alternative Conceptions in Force and Motion with an Interactive Computer Simulation

“…Positive responses are observed from respondents for activities that involve sims [8]. Also, lessons delivered utilizing sims are shown to give more quality knowledge and skills than the traditional approach [2]. This study utilized Phet simulations, among other sims, because they are free, easy to use, and specially designed for science education.…”