PhET Interactive Simulations: Evidence-Based OERs and Pedagogies to Teach STEM

Purpose & objective

Many teachers and students can benefit from the use of simulations to enhance existing hands-on activities, or to substitute physical materials when they are unavailable. Further, simulations can significantly enhance students' conceptualization of fundamental math and science concepts that are abstract, and allow learners to explore mathematical and natural scenarios through student-centered inquiry.

The purpose of this session will be to increase attendees’ familiarity with PhET simulations, develop sim-related prompts using PhET pedagogies, and understand where to seek further support to go deeper with the pedagogies. Participants who engage in this session will learn how to (1) Access PhET simulations and resources (from https://phet.colorado.edu/en/simulations/filter?type=html,prototype), (2) Develop an interactive demonstration (using a template), (3) Craft a challenge prompt (using a template), and (4) Access the PhET Virtual Workshop for deeper learning (from https://phet.colorado.edu/en/teaching-resources/virtual-workshop/).

Outline

This session will include four portions to align with the four specific objectives. First, the presenter will provide a very brief overview of PhET and how to access the simulations online, including a summary of the design process and evidence base for effectiveness (5 minutes), exploration of the simulations on the website (5 minutes), followed by open play with one specific simulation (5 minutes). Afterward, the presenter will have participants use the simulation to respond, as if they were students, using a prediction sheet, to an Interactive Lecture Demonstration (15 minutes). During this portion, the presenter will project a simulation with a thought-provoking question. Using a template, participants will make predictions, and explain their reasoning to a peer before coming to a final decision about their prediction, and then seeing the outcome from the simulation, followed by revising their thinking with a peer. To demonstrate how to use simulations with the support of a scaffolded worksheet for small group work or homework, participants will work in small groups to respond to a Challenge Prompt using the same simulation, encouraging them to each come up with a design that meets the challenge’s criteria (15 minutes). In the final moments, participants will be presented a new simulation, and asked to develop their own scenario for an Interactive Lecture Demonstration and a Challenge Prompt (10 minutes). To close, the presenter will give a quick overview of the PhET Virtual Workshop, accessible freely online, where attendees can gather more information about these pedagogies, including templates, and make requests for PhET to provide support to their teachers and school districts.

Supporting research

Since 2002, PhET has developed interactive sims through research, co-design, and user testing, advancing educational technology design and what is known about how learners make sense of STEM concepts. PhET simulations are a leading STEM resource and have broad adoption by STEM teachers (~125 million uses annually in the US, ~250 million uses globally). PhET has been supported by seven research grants from the National Science Foundation.

There is substantial and growing evidence that teachers’ adoption of PhET simulations does much more than fill a gap for physical equipment. When compared with traditional hands-on laboratory experiences, the use of PhET simulations often results in significantly greater conceptual understanding, as evidenced by both researchers from the PhET team (Finkelstein et al., 2005; Perkins et al., 2006) and external researchers (see Banda & Nzabahimana (2021) for a review of 31 studies from more than a dozen countries worldwide). Because of the open-ended nature of simulations, in which students can ask their own questions and engage in exploration, classroom norms often shift from teacher-centered instruction to student-centered learning (Atabas et al., 2020; Moore et al., 2013 & 2014), shifts which are in line with effective pedagogical practices for active learning that educational research has shown to have a positive impact on student learning (Moore, et. al, 2014).

In addition to the simulations themselves, PhET has designed a 45-hour, blended synchronous and asynchronous Virtual Workshop to help teachers identify relevant simulations and use them in the classroom, and has used the workshop content in its digital form with nearly 4,000 teachers. The Virtual Workshop includes assignments that provide teachers with opportunities to use simulations with discipline-specific pedagogical approaches that aim to increase student equity through engagement, including Interactive Lecture Demonstrations (Sharma et al., 2010; Sokoloff & Thornton, 2006), Concept Questions and Peer Instruction (Mazur, 1997; Tullis & Goldstone, 2020), and the creation and facilitation of effective small-group activities. Many PhET simulations additionally have inclusive features to support students who have learning differences and physical disabilities (Moore, 2015).

References

Atabas, S., Schellinger, J., Whiacre, I., Findley, K., & Hensberry, K. (2020). A tale of two sets of norms: Comparing opportunities for student agency in mathematics lessons with and without interactive simulations. The Journal of Mathematical Behavior, 58, 100761.

Banda, H. J. & Nzabahimana, J. (2021). Effect of integrating physics education technology simulations on students’ conceptual understanding in physics: A review of the literature. Physical Review Physics Education Research, 17, 023108.

Finkelstein, N. D., Adams, W. K., Keller, C. J., Kohl, P. B., Perkins, K. K., Podolefsky, N. S., Reid, S., & LeMaster, R. (2005). When learning about the real world is better done virtually: A study of substituting computer simulations for laboratory equipment. Physical Review Special Topics Physics Education Research, 1, 010103.

Mazur, E. (1997). Peer instruction: A user’s manual. Prentice Hall.

Moore, E. B. (2015). Designing accessible interactive chemistry simulations. ConfChem: Interactive Visualizations for Chemistry Teaching and Learning.

Moore, E. B., Carpenter, Y.-Y., Parson, R., & Perkins, K. (2014). From Demonstrations & Clicker Questions to Guided-Inquiry Activities: Resources for Integrating PhET Simulations into Introductory Chemistry Courses General Resources for Teaching with PhET Simulations Resources for Teaching with Specific PhET Chemistry, 1–6. https://confchem.ccce.divched.org/sites/confchem.ccce.divched.org/files/2014FallCCCENLP5.pdf

Moore, E. B., Herzog, T. A., & Perkins K. K. (2013). Interactive simulations as implicit support for guided inquiry. Chemistry Education Research and Practice, 3.

Perkins, K., Adams, W., Dubson, M., Finkelstein, N., Reid, S., & Wieman, C. (2006). PhET: Interactive simulations for teaching and learning physics. The Physics Teacher, 44(1), 18.

Sharma, M., Johnston, I., Johnston, H., Varvell, K., Robertson, G., Hopkins, A., Stewart, C., Cooper, I., & Thornton, R. (2010). Use of interactive lecture demonstrations: A ten year study. Physical Review Special Topics Physics Education Research, 6(2), 020119.

Sokoloff, D. R. & Thornton, R. K. (2006). Interactive lecture demonstrations: Active learning in introductory physics. Wiley.

Tullis, J. G. & Goldstone, R. L. (2020). Why does peer instruction benefit student learning? Cognitive Research: Principles and Implications, 5, 15.