The Effect of Simulation-Supported Inquiry on South African Natural Sciences Learners’ Understanding of Atomic and Molecular Structures
This study investigated the effect of interactive computer simulation-supported inquiry on South African grade 8 learners’ comprehension of atoms and molecular structures. Two sample groups of 34 learners per sample group were used, one acting as a control group who were exposed to a teacher-directe...
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| Format: | Article |
| Language: | English |
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MDPI AG
2020-10-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/10/10/280 |
| _version_ | 1797551005779361792 |
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| author | Justin Dunn Umesh Ramnarain |
| author_facet | Justin Dunn Umesh Ramnarain |
| author_sort | Justin Dunn |
| collection | DOAJ |
| description | This study investigated the effect of interactive computer simulation-supported inquiry on South African grade 8 learners’ comprehension of atoms and molecular structures. Two sample groups of 34 learners per sample group were used, one acting as a control group who were exposed to a teacher-directed pedagogy while the experimental group used simulations in inquiry-based learning as an intervention to enhance their understanding of atomic and molecular structures. Data were collected by means of conceptual tests, a questionnaire survey, and individual interviews. A statistical analysis of quantitative data gleaned from the post-test showed that the learners in the experimental group performed better than the control group learners. This reflects that the interactive simulations using in an inquiry activity impacted more favorably on the conceptual understanding of learners compared to a teacher-directed approach. The results of the questionnaire survey indicated that learners in the experimental class had a positive experience of using the simulations. They recognized that the simulations enhanced their visualization of abstract concepts, and they reflected on their efficacy in manipulating the simulation. |
| first_indexed | 2024-03-10T15:38:36Z |
| format | Article |
| id | doaj.art-797baf2959ae433b9ea6f5d5626eb567 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-10T15:38:36Z |
| publishDate | 2020-10-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-797baf2959ae433b9ea6f5d5626eb5672023-11-20T17:02:01ZengMDPI AGEducation Sciences2227-71022020-10-01101028010.3390/educsci10100280The Effect of Simulation-Supported Inquiry on South African Natural Sciences Learners’ Understanding of Atomic and Molecular StructuresJustin Dunn0Umesh Ramnarain1Department of Science and Technology Education, Faculty of Education, University of Johannesburg, Johannesburg 2006, South AfricaDepartment of Science and Technology Education, Faculty of Education, University of Johannesburg, Johannesburg 2006, South AfricaThis study investigated the effect of interactive computer simulation-supported inquiry on South African grade 8 learners’ comprehension of atoms and molecular structures. Two sample groups of 34 learners per sample group were used, one acting as a control group who were exposed to a teacher-directed pedagogy while the experimental group used simulations in inquiry-based learning as an intervention to enhance their understanding of atomic and molecular structures. Data were collected by means of conceptual tests, a questionnaire survey, and individual interviews. A statistical analysis of quantitative data gleaned from the post-test showed that the learners in the experimental group performed better than the control group learners. This reflects that the interactive simulations using in an inquiry activity impacted more favorably on the conceptual understanding of learners compared to a teacher-directed approach. The results of the questionnaire survey indicated that learners in the experimental class had a positive experience of using the simulations. They recognized that the simulations enhanced their visualization of abstract concepts, and they reflected on their efficacy in manipulating the simulation.https://www.mdpi.com/2227-7102/10/10/280simulationsinquiry learningtechnologyatomic and molecular structures |
| spellingShingle | Justin Dunn Umesh Ramnarain The Effect of Simulation-Supported Inquiry on South African Natural Sciences Learners’ Understanding of Atomic and Molecular Structures Education Sciences simulations inquiry learning technology atomic and molecular structures |
| title | The Effect of Simulation-Supported Inquiry on South African Natural Sciences Learners’ Understanding of Atomic and Molecular Structures |
| title_full | The Effect of Simulation-Supported Inquiry on South African Natural Sciences Learners’ Understanding of Atomic and Molecular Structures |
| title_fullStr | The Effect of Simulation-Supported Inquiry on South African Natural Sciences Learners’ Understanding of Atomic and Molecular Structures |
| title_full_unstemmed | The Effect of Simulation-Supported Inquiry on South African Natural Sciences Learners’ Understanding of Atomic and Molecular Structures |
| title_short | The Effect of Simulation-Supported Inquiry on South African Natural Sciences Learners’ Understanding of Atomic and Molecular Structures |
| title_sort | effect of simulation supported inquiry on south african natural sciences learners understanding of atomic and molecular structures |
| topic | simulations inquiry learning technology atomic and molecular structures |
| url | https://www.mdpi.com/2227-7102/10/10/280 |
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