Teacher pedagogy in using computer simulations in inquiry-based natural sciences teaching

Abstract: Inquiry-based learning creates opportunities for learners to explore scientific phenomena, participate in generating research questions, conduct investigations, generate their own conclusions and communicate their findings to peers (Department of Basic Education, 2011). In South Africa, a reported challenge in the implementation of inquiry-based learning is the availability and use of physical resources such as apparatus and chemicals (Muwange-Zake 2004; Ramnarain 2011). Computer simulations may offer a viable alternative. Computer simulations are broadly described as computer programmes that attempt to simulate or model a particular system. Users can manipulate the model to view how it would behave under various conditions and the outcome of these is made visible or reported as measurements by the programme itself (Khan 2010). Computer simulations can provide a cheaper and less time- and labour- intensive alternative to traditional ‘wet’ laboratory work (Gibbons et al. 2004). Despite the widely reported benefits of simulations, few studies provide insights into the role of the teacher and the pedagogy in the use of simulations (Khan 2010). This study, therefore, investigates the pedagogy of Grade 8 Natural Sciences teachers when teaching topics using Physics Education Technology (PhET) simulations as an intervention. A qualitative case study methodology was followed using pre-lesson explorative interviews, lesson observations and post-lesson reflective interviews. Findings indicate that teachers’ pedagogy did not change with the introduction of an inquiry simulation and that the simulations were perceived as a substitute for laboratory equipment. Consequently they were used in the same way as these teachers reportedly used their laboratory equipment to demonstrate content and concepts to the class. The short training intervention provided by the researcher on the use of PhET in inquiry-based learning was too brief to encourage a change in pedagogy. Recommendations regarding training and policy monitoring are made.M.Ed. (Science Education