Examining the Use of PhET Interactive Simulations for Teaching Direct Current
Article Sidebar
Main Article Content
Abstract
Physics Education Technology (PhET) consists of more than 50 simulations on https://phet.colorado.edu The simulations include Physics, Biology, Chemistry, Earth Science and Mathematics. This article focuses on an activity for teaching direct current circuit by using Circuit Construction Kit (CCK) simulation. The CCK simulation offers an animation of direct current. It presents an animated connection with switches, batteries, resistors, wires, light bulbs, ammeters, and voltmeters. The results of this study reveal that the students who engaged with CCK performed positive response for constructing direct current circuit. By using Evaluation Questionnaire for Computer Simulations (EQCS) to survey students’ response to CCK, it is evident that the use of CCK can be effective in encouraging students learning of direct current circuit. Significantly, most of the students agree with the use of CCK in teaching and learning since the use of CCK can help them to construct a conceptual understanding of Physics, regarding the visibility and the use of analogy.
Article Details
References
Azar, A., & Sengulecgok Ö. A. (2011). Computer-Assisted and Laboratory–Assisted Teaching Methods in Physics Teaching: The effect on Student Physics Achievement and Attitude towards Physics. Eurasian Journal of Physics and Chemistry Education. 1 (Special Issue), 43-50.
Baltzis, K.B. & Koukias K.D. (2009). Using Laboratory Experiments and Circuit Simulation IT Tools in an Undergraduate Course in Analog Electronics. Journal of Science Education and Technology. 18(6), 546-555.
Clark, T.M. & Chamberlain J.M. (2014). Use of a PhET Interactive Simulation in General Chemistry Laboratory: Models of the Hydrogen Atom. Journal of Chemical Education. 91(8), 1198-1202.
Gok, T. (2011). The effect of the computer simulations on students’ learning in physics education. International Journal on New Trends in Education and Their Implications. 2(2), 104-115.
Hsiao, H.S., Chen, J.C., Hong, J.C., Chen, P.H., Lu, C.C, Chen S.Y. (2017). A five-stage Prediction-observation-explanation inquiry-based Learning Model to improve Students’ Learning Performance in Science Courses. Eurasia Journal of Mathematics Science and Technology Education. 13(7), 3393-3416.
Mckagan, S.B., Perkins K.K., Dubson M., Malley C., Reid S., LeMaster R., Wieman, C.E. (2008). Developing and researching PhET simulations for teaching quantum mechanics. American Journal of Physics. 76(4), 406-417.
Perkins, K.K., Adams, W., Dubson M., Finkelstein N., Reid S., Wieman C.E., LeMaster R. (2006). PhET: Interactive Simulations for Teaching and Learning Physics. The Physics Teacher. 44(1), 18-23.
Wieman, C.E, Adams, W., S.B., Perkins, K.K. (2008). PhET: Simulations That Enhance Learning. Science. 322(5902), 682-683.
Wieman, C.E. & Perkins, K.K. (2006). A powerful tool for teaching science. Nature Physics 2(5), 290-292.
