Experiences of learners when a computer simulation is used to aid teaching the photoelectric effect

Abstract

This study explores the use of computer simulations to supplement learning in Science lessons, specifically the photoelectric effect. This study uses the Felder and Silverman Learning Style Model (FSLSM) as a theoretical framework to investigate the use of simulations as it provides a useful lens through which to explore the consistent way in which a person learns regardless of the teaching method or content learnt. Using this theoretical framework, this research investigates the experiences of learners with different learning styles when an interactive computer simulation is used to aid teaching the photoelectric effect in Physical Science. This case study used qualitative data collected from 17 computer literate Grade 12 learners in three different classes at a secondary school in Nelspruit, Mpumalanga. Analysis of the data collected in this study shows that when the simulation is used in Science, the learning experience of the learners is enhanced. Positive experiences for all four the Dimensions in the FSLSM could be indentified when the ICS was used and this could be linked to specific learning styles. Sensory and Intuitive learners enjoyed conducting the experiment that would normally require unsafe conditions and that the experiment could be set up quickly and with ease. The different dimension brought about by using the ICS was enjoyed by Intuitive learners. The visualisation of the abstract physical systems enhanced the learning for Visual and Verbal learners, whilst Global and Sequential learners felt that they gained a deeper understanding of the photoelectric phenomenon by using the ICS. Reflective learners enjoyed the precision of their pseudo-experimental data, but the Active learners felt that they did not understand the graphs given in the ICS. The interactive control variables and the fact that the learners had an option to work in either a group or on their own, benefitted both Active and Reflective learners.