Abstract
This study explores the synergistic integration of teacher and augmented reality (AR) simulation-embedded scaffolding in promoting conceptual understanding among Grade 11 learners studying the quantitative aspects of chemical change. Grounded in the theoretical underpinnings of social constructivism and scaffolded inquiry-based learning, this research addresses key challenges faced in chemistry education, particularly in resource-constrained environments where practical laboratory work is limited or infeasible. The study investigates how teacher-led scaffolding can be optimally combined with AR simulations to enhance learner engagement, conceptual understanding, and inquiry skills in a simulated inquiry-based learning (IBL) environment.
The impetus for this research stems from the persistent difficulty learners face in navigating between the macroscopic, sub-microscopic and symbolic representations that are fundamental to understanding chemistry. These challenges are exacerbated in South African classrooms by limited access to laboratory resources, overcrowded classrooms and teachers’ limited training in implementing inquiry-based pedagogies. Recent technological advancements, particularly AR simulations, offer promising avenues for supporting conceptual visualisation and engagement. However, AR alone is insufficient if not paired with pedagogical guidance. Scaffolding, in both teacher-led and simulation-embedded forms, is vital in providing the cognitive support learners need to effectively navigate complex concepts.
The study employs an explanatory sequential mixed-methods research design, beginning with a quantitative experimental phase followed by a qualitative phase for deeper insight. The quantitative phase involved administering pre- and post-tests to control and experimental groups across two schools in Soweto. The experimental group received synergistic teacher and AR simulation-embedded scaffolding, while the control group interacted with the AR simulations alone. Quantitative data were analysed using descriptive statistics, t-tests and ANCOVA to assess conceptual gains.
The subsequent qualitative phase employed classroom observations, semi-structured teacher interviews and learner focus group discussions. These were analysed using a combination of inductive and deductive coding strategies to uncover patterns in the application and reception of scaffolding. The qualitative phase explored how scaffolding was integrated across different phases of inquiry, the Orientation, Conceptualisation, Investigation, and Conclusion of the...