Abstract
This research is on using interactive simulations to support Grade 6 natural sciences learners during guided inquiry. This study adopted a mixed methods approach, using a case study design, and involved purposively selected Grade 6 learners from a private school in South Africa. The purpose of the study was to establish how interactive simulations can support Grade 6 Natural Sciences learners in guided inquiry.
The quantitative data for the research was acquired by administering a pre-test and post-test questionnaire to 55 Grade 6 learners using a quasi-experimental approach. Qualitative data was collected by conducting a semi-structured interview with the teacher and through participant observation during the interventions.
The findings revealed significant differences between the pre-test and post-test scores as a result of applying simulations as an intervention. These findings were similar to the findings of other studies conducted in South Africa between 2014 and 2020.
Furthermore, the responses elicited from the teacher indicated that she perceived simulations as a valuable tool to teach the concepts associated with electric circuits and that she appreciated the affordances that simulations offer. During the lesson observations, the use of simulations was seen to provide opportunities for self-directed learning during guided inquiry. Ultimately, the study showed that PhET simulations can be used successfully as a tool to support conceptual understanding of electric circuits.