Speaker
Description
This qualitative case study examined Grade 10 learners’ conceptual understanding of electric circuit concepts through the use of PhET simulations. The study was guided by Stepans’ Conceptual Change Model as the theoretical framework for analysing learners’ conceptual development. The data was collected from fourteen purposively sampled Grade 10 Physical Sciences learners from a school in the Dimamo Circuit, Capricorn South District, Limpopo Province of South Africa. The data was collected using documented learning activities, lesson observations, questionnaires and semi-structured interviews. Additionally, the data was analysed using inductive thematic analysis through coding and categorisation of the collected data.
The findings of the study revealed that PhET simulations has a potential to bridge theoretical and practical learning, particularly in resource-constrained schools lacking physical laboratory equipment. Although, some learners held on to some misconceptions such as “current is used up” and others were confused about how voltage and current is shared in series and parallel circuits despite the use of simulations. In addition, learners could only partially link the relationship between potential difference, current and resistance. Some learners’ conceptual change process was incomplete, as those learners could not reach the final stage of the CCM cycle. This study found that PhET simulations are most effective when integrated with complementary teaching methods rather than used in isolation. The study recommends the systematic integration of PhET simulations into curriculum delivery, supported by targeted teacher professional development focused on effective ICT integration. In addition, the provision of adequate digital infrastructure is essential to enhance learners’ conceptual understanding and improve academic performance in Physical Sciences.
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