Jeanne Kriek

Teachers' beliefs and their intention to use interactive simulations in their classrooms

In this pilot study, we sought to examine the influence of the beliefs of Grade 10 to 12 physical science teachers on their intended and actual usage of interactive simulations (Physics Education Technology, or PhET) in their classrooms. A combination of the Theory of Planned Behaviour, the Technology Acceptance Model and the Innovation Diffusion Theory was used to examine the influence of teachers’ attitudes, subjective norms and perceived behavioural control on their intention to use simulations in their classrooms. Using regression and factor analyses, it was found that beliefs about the perceived usefulness and the pedagogical compatibility of PhET have a signif icant effect on teachers’ attitude towards the use of the simulations in their classrooms. The expectations of the teachers’ colleagues contribute to the subjective norm of these teachers. The regression and partial correlation result also highlights the importance of teachers’ general technology proficiency. Although we were not able to confirm a direct link between attitudes, subjective norm, perceived behavioural control, and the teachers’ behaviour intention we show the influence of behaviour intention on the actual use of the simulations with an accuracy of 70.83%.

Implementation of the new FET Physical Sciences curriculum : teachers' perspectives

Abstract The new South African Further Education and Training (FET) curriculum is currently in the implementation phase. The paper reports on the responses and views of 59 Physical Science teachers in the northern part of South Africa about their experiences with the implementation of this curriculum. The paper is conceptualised around the belief that views inform practice. and that the teachers need to hold positive views about the new curriculum in order for it to be successfully implemented. Data from questionnaires and focus group interviews showed that even though the teachers generally held positive views about the new FET Physical Science curriculum, they had concerns about the content overload, their ability to teach it, the available resources and the level of support they were given as well as the quality of the training which they received. The perspectives of these teachers were used to evaluate the degree of implementation of the new curriculum against a theory of implementation with particular reference to developing countries.

Exploring effective pedagogies using computer simulations to improve Grade 12 learners’ understanding of the photoelectric effect

The study aimed to determine the most effective of three pedagogies to improve Grade 12 learners’ understanding of the photoelectric effect when the teaching was done using chalk and talk, guided learning with computer simulations (CS) as a demonstration tool and semi-autonomous learning where the learners used the CS individually with limited support. A randomised pre-/post-test control group design was implemented. A paired-sample t-test on the post-test scores indicated that the guided learning experimental group (N = 10) performed better than the semi-autonomous learning experimental group (N = 10) [t-statistics, t(9) = −6.135, p < 0.05]. Even the control group (N = 10) where the teacher used chalk and talk performed better than the semi-autonomous learning experimental group. An analysis of covariance on the post-test scores with learners’ pre-test scores showed a significant effect on the instructional group favouring the guided learning experimental group. It is, therefore, suggested that guided learning where the teacher manipulates the CS is a better method for the effective teaching of the photoelectric effect.

The effect of computer simulations on acquisition of knowledge and cognitive load : a gender perspective

A study on the effect of the use of computer simulations (CS) on the acquisition of knowledge and cognitive load was undertaken with 104 Grade 11 learners in four schools in rural South Africa on the physics topic geometrical optics. Owing to the lack of resources a teacher-centred approach was followed in the use of computer simulations. The theoretical framework underpinning this study combines two theories, namely the cognitive load theory and the cognitive theory of multimedia learning. Within the non-equivalent group design, a switching replications design was used. In terms of the acquisition of knowledge, female learners, despite having low scores on the pre-tests, showed sizable and significant improvement in the post-tests when using CS. The measured cognitive load was not significantly different for the male and female learners. The cognitive load initially decreased as a result of teaching both through the use of CS and without use of CS in the first week while, with time, it increased.