Substituting the practical teaching of physics with simulations for the assessment of practical skills: an experimental study

Abstract

Practical skills in science education, defined as those developed through the observation, demonstration, manipulation, and application of scientific principles, valued in both academia and industry, feature conspicuously in curriculums the world over. Efficiently imparting such skills to students necessitates access to scientific equipment of sufficient quantity and quality, often a limiting factor in low-income schools. This study compares the learning outcomes of practical skills in an experimental setting in preparing 12-13 year old students for an assessment on the properties of light after two weeks of instruction, here after 'one unit.' The treatment classroom used physics simulations while the control classroom used hands-on equipment. All students completed tests demonstrating practical skills on the physics of light, both at the start and at the end of the unit, providing pre-and post-unit test data. Individual student scores were analysed using a difference-indifferences linear regression model. Results show no statistically significant difference between the simulation and hands-on groups, suggesting simulations' suitability to substitute in this scenario, especially at schools without the resources to invest in physical equipment for physics instruction, such as in low-income countries. The concluding remarks include the advantages and disadvantages of simulations and the limitations of the study.

Teaching Strategies for Effective Connection Between College Physics and High School Physics

“…Students should fully understand the knowledge lectured by teachers during the class and students need a systemic learning after class. Teachers in the class pay more attention to the theory and thinking while the teaching methods of college are only the explanation of physics knowledge points with multimedia [9].…”

“…In the absence of equipment, virtual educational simulations potentially offer a convenient and cost-effective alternative to physical hardware. Teachers can use information technology to help students make their thinking visible [9,15].…”