Integration of Simulations in the Teaching and Learning of Natural Sciences: Attitudes of Secondary Education Teachers
Published:
Apr 3, 2025
Keywords:
natural sciences simulations teachers' attitudes
Abstract
The integration of simulations in the teaching of science is a matter of debate, both in Greece and internationally. This qualitative research examines teachers' attitudes towards the use of simulations in the teaching of science in lower secondary education through interviews. The results show that teaching at the high school level and B-level ICT training positively influence attitudes. In contrast, the negative effect on attitudes seems to be related to limited time, lack of familiarity with technology and and insufficient material and technological infrastructure. Moreover, teachers stressed the importance of continuous professional development to better use new technologies.
Article Details
- Section
- 14th Panhellenic Conference of Didactics in Science Education
Downloads
Download data is not yet available.
References
Γίδαρη-Γουναρίδου, Χ., & Λεύκος, Ι. (2024, υπο δημοσίευση). Οι Στάσεις των Εκπαιδευτικών ΠΕ04 για τη Χρήση Προσομοιώσεων στην Διδασκαλία των Φυσικών Επιστημών, Πρακτικά 5ου Πανελλήνιου Συνεδρίου Νέων Ερευνητών/τριών Διδακτικής Φυσικών Επιστημών και Νέων Τεχνολογιών στην Εκπαίδευση.
Ψύλλος, Δ. (2021). Διδακτική Φυσικών Επιστημών και Ψηφιακές Τεχνολογίες: Όψεις και Μετασχηματισμοί. Έρευνα για την Εκπαίδευση στις Φυσικές Επιστήμες και την Τεχνολογία, 1(1), 191-212. https://doi.org/10.12681/riste.27276
Bo, W.V., Fulmer, G.W., Lee, C.KE., & Chen V.DT. (2018) How Do Secondary Science Teachers Perceive the Use of Interactive Simulations? The Affordance in Singapore Context. J Sci Educ Technol, 27, 550–565. https://doi.org/10.1007/s10956-018-9744-2
Ben Ouahi, Mhamed & Lamri, Driss & Hassouni, Taoufik & Alibrahmi, El. (2022). Science Teachers' Views on the Use and Effectiveness of Interactive Simulations in Science Teaching and Learning. International Journal of Instruction, 15 (1), 277-292. https://doi.org/10.2933/iji.2022.15116a
Jaakkola, T., & Nurmi, S. (2008). Fostering elementary school students’ understanding of simple electricity by combining simulation and laboratory activities. Journal of Computer Assisted Learning, 24(4), 271-283. https://doi.org/10.1111/j.1365-2729.2007.00259.x
Lefkos, I., Psillos, D., & Hatzikraniotis, E. (2011). Designing experiments on thermal interactions by secondary-school students in a simulated laboratory environment. Research in Science & Technological Education, 29(2), 189–204. https://doi.org/10.1080/02635143.2010.533266
Minner, D. D., Levy, A. J., & Century, J. (2010). Inquiry-based science instruction-what is it and does it matter? Results from a research synthesis years 1984 to 2002. Journal of Research in Science Teaching, 47(4), 474–496. https://doi.org/10.1002/tea.20347
Papalazarou, N., Lefkos, I. & Fachantidis, N. (2024). The Effect of Physical and Virtual Inquiry-Based Experiments on Students’ Attitudes and Learning. Journal of Science Education and Technology, 33, 349–364. https://doi.org/10.1007/s10956-023-10088-3
Perkins, K.K., Moore, E., & Chasteen, S. V. (2015). Examining the Use of PhET Interactive Simulations in US College and High School Classrooms. In: 2014 Physics Education Research Conference Proceedings. American Association of Physics Teachers, 207–210. https://doi.org/10.1119/perc.2014.pr.048
Ronen, M., & Eliahu, M. (2000). Simulation—A bridge between theory and reality: The case of electric circuits. Journal of computer assisted learning, 16(1), 14-26. https://doi.org/10.1046/j.1365-2729.2000.00112.x
Stinken-Rösner, Lisa. (2020). Simulations in Science Education – Status Quo. Progress in Science Education, 3(1), 26-34. https://doi.org/10.25321/prise.2020.996
Ulukök, S., & Sari, U. (2016). The Effect of Simulation-Assisted Laboratory Applications on Pre-Service Teachers' Attitudes towards Science Teaching. Universal Journal of Educational Research, 4(3), 465-474. https://doi.org/10.13189/ujer.2016.040301
