Teaching high school physics using PhET interactive simulation

Siswoyo, S; Muliyati, Dewi

doi:10.1063/5.0041657

Cited by 3 publications

(2 citation statements)

References 13 publications

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“…En el caso especial de la física universitaria, no solo se dispone de simuladores de la temáticas referidas a la mecánica clásica, sino también a mecánica relativista y física moderna (Siswoyo & Muliyati, 2021).…”

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Software en línea para el aprendizaje conceptual de la óptica física y geométrica

et al. 2021

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El objetivo de la presente investigación fue determinar el nivel de ganancia del aprendizaje conceptual utilizando simuladores en línea en el desarrollo del curso de Física III de la carrera profesional de Ingeniería Civil en los estudiantes de la Universidad Nacional Intercultural “Fabiola Salazar Leguía” de Bagua (Perú), por medio del factor o ganancia normalizada de Hake. La metodología que se llevó a cabo es de enfoque cuantitativo y diseño cuasi experimental, y consistió en recolectar información antes (pre) y posterior a la utilización de simuladores y software en línea (post) en sesiones de clase virtual con los estudiantes matriculados en el mencionado curso. Como resultado logramos determinar una efectividad media de esta metodología, representada por un valor de 0.65 en la temática de óptica geométrica y 0.60 en la óptica física de ganancia normalizada de Hake.

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Section: Introductionunclassified

Software en línea para el aprendizaje conceptual de la óptica física y geométrica

et al. 2021

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“…PhET interactive simulations are a virtual learning media platform that is used to teach and learn abstract concepts in biology, mathematics, physics, and chemistry (Prima et al, 2018;Siswoyo and Muliyati, 2021). "PhET interactive simulations have been extensively tested and evaluated to ensure educational effectiveness, moreover, they are written in Java, Flash, or HTML5, and can be run online or downloaded to a computer" (Correia et al, 2019, p. 197).…”

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Enhancing Grade 10 Physical Sciences Teachers’ Self-Directedness in Implementing Blended Problem-Based Learning: Designing blended problem-based learning

Sebatana

Dudu

2022

SEI

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The concept of self-directedness is a missing link in South African science classrooms, and as a result, science teachers are often not self-directed in employing innovative teaching and learning strategies such as blended problem-based learning (BPBL) that might enhance self-directed learning. Literature is replete with studies showing that science teachers in the United States, Indonesia, and South Africa, to name a few, lack the necessary technological skills to utilise simulations in the teaching and learning of Physical Sciences. This intervention-based explanatory mixed methods study was conducted in one of the nine education provinces of South Africa. Quantitative data were generated using a self-directed learning instrument (SDLI), the Physics Education Technology interactive simulations questionnaire, and a PBL questionnaire. Forty participants were sampled using both cluster and systematic random sampling techniques. Qualitative data were generated through a BPBL scenario, a reflective portfolio, and semi-structured interviews with two purposively selected participants. The quantitative data were analysed using descriptive and parametric statistics. The reflective portfolio was analysed using a performance standards scoring rubric adopted from Smith et al. (2001). The BPBL Scenario Evaluation Schedule and interviews were analysed using Saldaña’s (2013) code-to-theory analytical model. It was concluded that there was a significant difference in participants’ perceptions of PBL, self-directedness, and interactive simulations after attending a teacher professional development intervention (TPDI) and implementing BPBL. The findings show that the utilisation of interactive simulations and PBL in Physical Sciences classrooms were unknown to teachers – suggesting that teachers were not self-directed in implementing BPBL. This study presents a model for designing BPBL activities and an evaluation schedule for assessing those activities for self-directedness in educational practices.

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The Utilisation of Interactive Simulations in the Teaching and Learning of a Grade 10 Chemistry Topic: A Case in the North West province of South Africa

Sebatana

Dudu

2022

Proceedings of the 14th International Conference on Education Technology and Computers

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Teaching high school physics using PhET interactive simulation

Cited by 3 publications

References 13 publications

Software en línea para el aprendizaje conceptual de la óptica física y geométrica

Software en línea para el aprendizaje conceptual de la óptica física y geométrica

Enhancing Grade 10 Physical Sciences Teachers’ Self-Directedness in Implementing Blended Problem-Based Learning: Designing blended problem-based learning

The Utilisation of Interactive Simulations in the Teaching and Learning of a Grade 10 Chemistry Topic: A Case in the North West province of South Africa

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