Pedagogical practices of physical sciences teachers when using simulations in enacting a 5E Instructional Model for Inquiry

Abstract: In South Africa, Specific Aim 2 of the Curriculum and Assessment Policy Statement (CAPS) relates to the implementation of inquiry-based learning. It requires learners to explore objects, situations and events in their immediate environment, to collect data and record information, and to accurately draw conclusions (Department of Basic Education, 2011). However, a number of challenges have been identified in implementing an inquiry-based practice. Some of the challenges that are cited in South Africa include lack of teaching time, inadequacy of resources, large classes, and security issues (Dudu & Vhurumuku, 2012; Ramnarain, 2016). Therefore, to provide an alternative to traditional laboratory experimentation that has been constrained due to the aforementioned factors, this study is on the use of Physics Education Technology simulations in inquiry-based science teaching and learning. The purpose of this study was to investigate the pedagogical practices of Physical Sciences teachers when using simulations in enacting a 5E (engage, explore, explain, elaborate and evaluate) instructional model for inquiry. A Design-Based Research methodology was employed in this study to explicate design principles in the use of simulations by teachers when implementing the 5E instructional model for inquiry, and also to identify the pedagogical affordances and limitations of using simulations when teaching 5E inquiry. Data was collected by means of interviews, lesson observations and lesson plans. The data from the interviews and lesson observation was transcribed and coded according to Saldaña (2009) coding. Codes were assigned to various statements on the transcripts. Thereafter codes that shared similar features were grouped together to develop categories, then different themes emerged from the various categories and assertions were made. The research findings show that teachers have a clear understanding of the benefits of using simulations in their teaching. Design principles on pedagogical practices in the teacher use of simulations when enacting a 5E instructional model for inquiry were also derived.M.Ed. (Science Education