Teaching and learning Physics using interactive simulation: A guided inquiry practice

Ayodele Abosede Ogegbo, Umesh Ramnarain

Research output: Contribution to journalArticlepeer-review

2 Citations (Scopus)

Abstract

The research reported here examined the outcome of using interactive simulation technology (IST) as a guided-inquiry approach to enhance learners’ conceptual knowledge of electrostatics in physics. Participants were Grade 11 physical sciences learners (n = 60) and a teacher from a rural school in South Africa. Learners were randomly assigned to an experimental group (n = 30) that took part in the intervention lesson using the integration of IST in the science classroom, and a control group (n = 30) that continued with the conventional teaching method. We adopted a mixed-method approach for this research. Data were collected through a pre-post achievement instrument, classroom observations, and focus group interviews. Data were analysed using the Mann-Whitney U-test, the Wilcoxon signed-rank test, and content analysis. It was found that the mean rank rating of the pre-test results for learners in both groups was not significantly different. However, the Mann-Whitney U-test indicated that learners’ conceptual understanding measured in the post-test result was greater for the experimental group (mean rank gain score = 38.83) compared to the control group (mean rank gain score = 22.17), U = 200.0, p = 0.000185. This finding indicates that integrating IST into inquiry-based activities can be used efficiently to improve learners’ in-depth knowledge of science concepts.

Original languageEnglish
Article number#1997
JournalSouth African Journal of Education
Volume42
Issue number1
DOIs
Publication statusPublished - 2022

Keywords

  • electrostatics
  • inquiry
  • instructional pedagogy
  • interactive simulation
  • physics
  • technology

ASJC Scopus subject areas

  • Education

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