Abstract
New and emerging technologies have revolutionized how teaching and learning are done in schools. As a relatively new school subject, Technology has yet to find a universal methodological foundation. As a result, the challenges linked to this have seen emerging challenges around specific aspects of content. In the South African context, a few studies indicated that most learners often struggled with content related to electrical circuits. Furthermore, these challenges were often exercabated by the teachers' and learners’ perceptions about electrical circuits. To address this issue, this study investigated how a simulation tool can be used to enhance grade nine learners' understanding of Electrical Systems and Control. Following a qualitative research design, the study was conducted with 19 learners who participated in two-phased group interviews, questionnaires and digital artefacts. Triangulation was done, and the data revealed that simulations are important in improving grade nine learners’ understanding of ESC. Despite no definitive evidence showing improvements in conceptual change, it was ascertained that simulations can enhance learners’ understanding of electrical systems and control. Furthermore, it was ascertained that using PhET simulations can equip learners with relevant soft skills and competencies beyond the schooling context. However, it was also established that their use of digital technologies can pose challenges detrimental to teaching and learning if not addressed accordingly.
Keywords:
Digital technologies, Simulations, Electrical Systems and Control, 21st-century skills, Information and Communication Technology,