Abstract
M.Ed. (Mathematics in Education)
The purpose of this study was to investigate the use of simulations in supporting grade 10 learners from under-performing Dinaledi schools in Soweto in eliminating their misconceptions on simple electric circuits. A quasi experimental design was used in this study and 130 participants from three Dinaledi schools in Soweto formed the sample. This study commenced by exploring and identifying the misconceptions by using a validated three-tier multiple choice diagnostic questionnaire. This diagnostic questionnaire was administered as a pre-test, to identify the misconceptions. Once the misconceptions were identified, the researcher developed an intervention strategy that included the use of PhET simulations. After completing the section on electric circuits, the same diagnostic questionnaire was employed in a post-test in order to establish if the intervention was effective in promoting conceptual change in order to reduce and eventually eliminate the misconceptions. The data was captured and SPSS version 22 was used to perform descriptive statistics in order to answer the three research questions. The results from the study were compared to results from studies conducted in Canada, Cyprus, Germany, Turkey and the USA (Engelhardt & Beichner, 2004; Peşman & Eryilmaz, 2010; Taşlidere, 2013; Kapartzianis & Kriek, 2014). The findings indicated that the use of simulations as an intervention is effective in decreasing the learners’ misconceptions in the field of simple electric circuits.