Exploring the use of state of matter PhET simulation on learners’ conceptual understanding of phase changes of matter
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Date
2023
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University of Zululand
Abstract
Many scientific concepts (such as elements, molecules, and energy changes) are not tangible. The scientific concepts are beyond our senses and learners often have little or no experience in constructing such concepts. The aim of this study was to investigate the effects of states of matter (SOM) Physics education technology (PhET) simulation on Grade 6 learners’s conceptual understanding and retention of phase changes of states of matter. A purposive sampling technique was used to sample participants from the accessible population in uMkhanyakude District KwaZulu-Natal in South Africa. The sample consisted of 64 Grade 6 Natural Sciences and Technology (NS/Tech) from four primary schools. A mixed-method explanatory sequential design involving (non-equivalent pre-test, post-test, delayed post-test, and interviews) was adopted for this study. A validated two-tier diagnostic questionnaire and semi-structured interviews were used to collect data. A phase change of matter test (PCMT) was used for data collection as pre-test, post-test and delayed post-test. The reliability coefficient of 0.75 was established using Cronbach’s alpha reliability coefficient. The participants in the control group were taught using the traditional teacher-centred approach, while the experimental group was exposed to the SOM PhET simulation. The same diagnostic questionnaire was administered as a post-test to establish the effectiveness of the intervention in enhancing conceptual understanding, and as a delayed post-test after a month to establish the retention of phase change of matter concepts. The quantitative data were analysed using the Social Statistical Package for Social Sciences (SPSS) version 25 and the qualitative used idiographic and nomothetic methods. The Johnstone triangle and the cognitive load theory (CLT) were employed as the theoretical framework to the study. The findings indicated that using a SOM PhET as an intervention effectively enhanced conceptual understanding. There was a statistically significant difference in the retention ability after treatment with a PhET simulation, compared to the control group. The findings indicate that an instructional method, based on PhET simulation, enhances conceptual understanding and retention phase change of matter concepts. Further studies are needed to determine the effect of PhET simulation on retention in long-term memory after a year.
Description
A dissertation submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Master of Science Education in the Department of Mathematics, Science and Technology Education at the University of Zululand, South Africa [2023].