The effects of web-based simulations vs. traditional instructional methods on the comprehension of core standards among high school AP physics students

This study explored the effects of web-based simulations versus traditional instructional methods on student comprehension. The purpose was to investigate how interactive applets could be incorporated into physics instruction in a manner that leads to improved student test scores and stronger conceptual models. The research was centered on data collected from two similar groups of students who were taught with traditional approaches, augmented by the incorporation of applets, while studying optics. Each group received the intervention altemately for half of the study. Over five weeks, data was gathered in the form of test scores, samples of student work, and student surveys. The tests scores revealed that a combining the use of applets with traditional methodologies is an effective teaching strategy. Student work showed that the dynamic imagery inherent to many applets had a positive effect on students' conceptual modeling. Student surveys suggested that students value applets as a helpful teaching tool, especially when presented to a whole-class audience. Further research is recommended to identify which particular applets have the greatest potential for improving student learning. This will help other teachers in developing focused lesson plans that effectively incorporate technology into their instruction. KEYWORDS: applets, AP, optics, physics, web-based simulations, standardized tests, high school, conceptual model