Integrating PhET Simulations into Elementary Science Education: A Qualitative Analysis

Abstract

This research delved into the integration of PhET simulations in elementary science education, specifically aimed at Grade 3 students. The primary objective was to evaluate how the use of these digital simulations influenced students’ conceiving of scientific concepts, focusing on “States of M1atter and Phase Changes” and “Solubility and Saturation”. Employing a qualitative research approach, the study observed 19 students who worked in pairs and trios as they engaged with PhET simulations to explore assigned science topics and address related questions. The observations centered on tracking students’ interactions with simulations and their progression through different knowledge phases. We used deductive and inductive content analysis to analyze the transcripts of the observation. The findings reveal that in the “Remembering” phase, students demonstrated a tendency to relate personal experiences to simulations, underscoring real-life context’s role in learning. The “Understanding” phase highlighted how PhET simulations facilitated deeper comprehension, with students making insightful observations. Additionally, the “Application” phase showcased the effective translation of simulation-derived knowledge into practical scenarios, bridging theoretical and real-world understanding. Students’ use of high-order thinking skills, at the analysis, evaluation, and creative phases, showed that simulations supported Grade 3 students in their learning processes of scientific concepts. The research underscores the efficacy of integrating PhET simulations into elementary science education, enhancing students’ knowledge by promoting active engagement and problem-solving skills. Integrating simulations into teaching methodologies emerges as a promising avenue to nurture scientific expertise and holistic understanding among elementary school students.