A Review of Instructional Strategies for Maximizing the Effectiveness of PhET Interactive Simulations in Chemistry Education
Hassan Aliyu
Department of Science Education, Faculty of Education, Sokoto State University, Nigeria, Email address: nagoronyo@gmail.com, ORCID: https://orcid.org/0000-0003-4929-3126
Abstract
This systematic review examines the instructional strategies employed alongside PhET interactive simulations in chemistry education, focusing on their impact on student learning outcomes, including engagement, conceptual understanding, and practical application. The review encompasses studies published between 2018 and 2024, specifically targeting research that investigates the use of PhET simulations within the context of chemistry. A comprehensive literature search across multiple academic databases identified ten relevant studies, which were analyzed to identify effective instructional practices. The findings reveal that PhET simulations achieve optimal effectiveness when integrated with active, inquiry-based learning approaches, such as guided discovery and collaborative learning. These strategies significantly enhance students' comprehension of abstract concepts and their ability to apply knowledge in practical contexts. The review highlights the importance of aligning instructional strategies with specific chemistry topics to maximize the benefits of simulations. Moreover, it stressed the need for educators to adopt these innovative tools to create engaging, student-centered learning experiences. This study contributes to the growing body of literature on the role of technology in enriching chemistry education and provides valuable insights for educators seeking to implement PhET simulations effectively in their classrooms. Future research should explore further instructional innovations to enhance the learning experience in chemistry.
Keywords
PhET Simulations, Chemistry Education, Instructional Strategies, Student Engagement, Conceptual Understanding
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