Motlhale Judicial Sebatana
ABSTRACT
This study focussed on the utilisation of interactive simulations in the teaching and learning of a Grade 10 Chemistry topic (three states of matter [TSM]) – specifically sub-microscopic behaviour of particles – in the South African context. In this study, the utilisation of PhET interactive simulations is twofold: (i) for conceptual understanding of TSM; (ii) and for administering a practical experiment. The overarching theoretical framework underpinning this study is experiential learning theory. In order to understand and capture in-depth data, it was ideal to adopt an interpretive, exploratory qualitative case study approach rather than a quantitative approach. This study was conducted in one of the nine educational provinces (North West) of South Africa, where the authors reside, hence convenience sampling was employed to select the province. Two in-service Grade 10 Physical Sciences teachers from two rural secondary schools were purposively selected from one of the four educational districts in the North West province. A code-to-theory model was used to analyse the data. The main findings of this study showed that, despite the advantages of PhET interactive simulations to promote conceptual understanding and allowing for the administration of TSM laboratory experiments, interactive simulations may result in misconceptions. It is recommended that PhET interactive simulations be utilised for effective teaching and learning of abstract concepts and conceptual understanding of sub-microscopic behaviour of particles in TSM.
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Index Terms
- 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: The utilisation of interactive simulations in Chemistry
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