The contribution of simulations to the practical work of foundation physics students at the University of Limpopo

• Main Author: Mhlongo, Motlalepula Rebecca
• Other Authors: Kriek, J. (Dr.)
• Language: en
• Published: 2010
• Subjects: Practical work; Foundation Physics; Conceptual understanding; Science process skills; Electric circuits; Students laboratory; 530.07106825; Physics > Study and teaching (Graduate) > South Africa > Limpopo > Evaluation; Physics > South Africa > Limpopo > Experiments; Simulated environment (Teaching method)
• Online Access: Mhlongo, Motlalepula Rebecca (2010) The contribution of simulations to the practical work of foundation physics students at the University of Limpopo, University of South Africa, Pretoria, <http://hdl.handle.net/10500/3907>; http://hdl.handle.net/10500/3907

Practical work is regarded as an essential part of learning; hence most tertiary institutions have included a practical component in their physics courses. There is a concern about the effectiveness of the practical work in most universities. The present study is a case study that assessed the contributions of simulations on Foundation Physics students’ practical work. In assessing the contribution of simulations, two tests, Determining and Interpreting Resistive Electric Circuits Concepts Test (DIRECT) and the Test of Integrated Science Process Skills (TISP) were used. A class test, observations and worksheets from students’ practical work were analyzed and interviews with a selected group were conducted. There were 20 Foundation Physics students participating from the University of Limpopo. Results indicated that the simulations contributed positively on students’ understanding of electric circuits. However the study revealed that the students who did simulations do not differ from those who did not do the simulations with regards to the development of process skills. === Institute of Science and Technology Education === M.Sc. (Physics Education)