Comparative effects of phet interactive simulations and conventional laboratory methods (clm) on basic science process skills (bsps) in physics: a case study in secondary school

Abstract

Objective: This study aimed to determine whether Basic Science Process Skills (BSPS) vary among secondary school students based on the teaching methods: PhET Interactive Simulations (PhET), Conventional Laboratory Method (CLM), and Traditional Method (TM) in Physics. Methods: The study adopted a quasi-experimental approach, involving three groups of grade 11 students. The TM group consisted of 32 students, the PhET group included 31 students, and the CLM group comprised 30 students. This selection occurred during the second semester of the academic year 2023/2024 at Higher Gateway Academy for Excellence in Irbid, Jordan. The basic science process skills scale, consisting of 24 items, was designed to assess six key skills: Observation (OB), Classification (CS), Measurement and Use of Numbers (MN), Making Inference (MI), Making Prediction (MP), and Communication (CM). Data Analysis: SPSS software was used to analyze the collected data using the ANCOVA test. Results: The study found that both the PhET and Conventional Laboratory Methods are more effective than the Traditional Method in teaching Basic Science Process Skills. However, the PhET and CLM methods were equally effective when compared to each other. Conclusions: The study advocates for incorporating PhET simulations, enhancing laboratory equipment, and ongoing teacher training and curriculum updates to realistically augment student interest and comprehension in physics.

Keywords Normal Laboratory Attitudes, PhET Cooperating Models, Fundamental Science Procedure Geniuses, Secondary School.