Use of interactive computer simulations in the teaching of physical science

Abstract

The use of interactive computer simulations in improving the teaching and learning of physical science is considered. The importance of interactive computer simulations is the ease of being recycled and hence its sustainability. It can be reworked, retried and used by the learners. The simulations are simple computer programmes that are able to move or represent difficult concepts, ideas or representations. The research in this case was to compare Interactive Computer Simulations with the traditional talk and chalk. The background to this research is the difficult faced by learners in doing experiments in school using traditional equipment. An alternative is looked at in this research – the use of interactive computer simulations. Use of these simulations could be easier for the educators and learners. The experimental design is quasi-experimental, using intact non equivalent group design. The research design is a switching replications design whereby the treatment and control groups are used at certain times of the research. The study consisted of 104 learners from four schools in a rural setting in a predominantly rural province in South Africa. The learners were from four different schools which were selected purposively in such a way that the school average final grade 12 results were above 50% for a period of four years. The research design of switching replications design was used since it suited the different educator factors we had, with a teacher in each school confident with use of computers while others had to be strongly supported before using the computer simulations. These differences could be reduced through seeing them in both the control and treatment conditions hence the switching replications design. This also meant the intact classes would be the treatment group at one time and a treatment one in the other. Different groups would be seen how they reacted as a treatment group and also as a control group. In the case of the switching replications design with special reference to the treatment group in the first cycle, we would be able to determine if the treatment effect carries on to the second cycle when the roles are reversed and the group is a control group. There are two hypotheses that are looked at in this paper, the first one is, Interactive computer simulations will lead to higher performance on an achievement test than the traditional talk and chalk The second one was Interactive computer simulations will lead to a higher speed of answering questions in a unit on geometrical optics than the traditional chalk and talk method. The theoretical framework used for this research is based on the Sweller’s Cognitive Load theory and Mayer’s Multimedia Theory of Learning. The over-arching theoretical framework is the information processing wherein in order for information to go to the long term memory it must have been in the germane load. Sweller’s Cognitive Load theory posits that the cognitive load is based on intrinsic, extraneous and germane loads (Mayer & Chandler, 2001 (Paas, Renkl, & Sweller, 2003)). The intrinsic load is based on the content or curriculum package, in our case, the geometrical optics, the way we teach and what we use to teach will determine the extraneous load and finally the free and what is left over is the germane load, the memory resources left for learning the actual stuff. On the other hand Mayer’s multimedia theory of learning (Holzinger, Kickmeir-Rust, Wassertheurer, & Hessinger, 2009; Mayer & Chandler, 2001; Plass, Hommer, & Hayward, 2009) indicates we learn through two channels. He further indicates the two channels as audio and visual, they are two but they are limited in uptake. In a given time they can only take up limited information. The visual and audio are also processed in different channels. The processing capacity of each channel is limited. The final aspect of this theory is that, learning is an active process, in order for learning to take place there must be participation and active interaction. It also indicates that if both channels are used the better would be the learning. Data was collected in two ways. An instrument developed through use of achievement test items and skills questions. This particular instrument was tested for validity through use of experienced educators and pilot tested. Another way was through observing the learners as they wrote the tests. The time of handing in was noted. SPSS was used for the analysis of the data collected for this particular research. In this study, it is taken that when learning has taken place the learner will be able to respond faster to the aspect he has grasped. If true then we could see it in the way she has been able to answer the questions in the test taken. The test with regard to skills will also be assessed. The importance of this research is in terms of use of technology. If it improves learning then we should be able to use it for the hundreds of thousands of learners in our school system who would benefit from use of technology. If it is not working, is there something in the setting that is not allowing the learners to perform that can be changed?