PhET Simulations in Undergraduate Physics

Constructivist Learning Theory in Practice

Authors

DOI:

https://doi.org/10.26522/brocked.v31i1.899

Abstract

Computer simulation educational technologies provide a convenient way of augmenting learning. Simulation technologies have been used and researched in higher education classrooms in fields such as medicine (e.g: Al-Elq, 2010), nursing (Kim, Park & Shin, 2016), and chemistry (Cheng, 2017), among others.  The University of Colorado Boulder has created a large number of Physics Education Technology (PhET) computer simulations relevant to concepts in Physics, Chemistry, Biology, Earth Science and Mathematics. These PhETs have been studied in relation to teaching in elementary and secondary schooling (i.e. Hensberry, Moore, Perkins, 2015). However, there is a notable gap in the literature that speaks to the connection of simulation based technologies, learning theories, and pedagogy in practice relation to teaching Physics in higher education.  This action research study seeks address that gap by exploring the role of the specific and intentional inclusion of Physics Education Technology (PhET) in the curriculum and teaching practice of an undergraduate Physics class in a Canadian university.  Findings centre on the theme of teaching practice change, and discovery that PhETs have value as a more capable peer in relation to Vygotsky’s (1978) zone of proximal development.

Author Biography

Mary Gene Saudelli, University of the Fraser Valley

Mary Gene Saudelli is the Associate Dean in the Faculty of Professional Studies at University of the Fraser Valley.  She completed her PhD in 2011, which focused on transdisciplinary, curriculum design and implementation in international higher education. She has taught in Canada, Qatar, Dubai, Abu Dhabi, Hong Kong China, and Istanbul Turkey. In higher education, she has taught in many areas, but particularly: curriculum and program design, socio-cultural theories in learning, sociology of education, adult learning, international and Indigenous education, new literacies studies, pre-service teaching, and English as an Additional Language (EAL). Mary has led faculty-driven curriculum renewal projects, supervised practicum experiences including international practicum experiences, and supported faculty in the design and implementation of various learning, teaching and scholarly endeavours.

 Her research interests are: the Scholarship of Teaching and Learning (SoTL), international and Indigenous learning, curriculum design, and 22nd century learning and teaching. She has published in peer reviewed journals (Canadian Journal of Education, Journal of Interdisciplinary Education, Journal of Educational Thought), edited books (21st Century Literacy Teacher Education), and she is the author of a book (The Balancing Act: International, Transdisciplinary Higher Education in the 21st Century). She has been the lead guest editor in Special Issues with the Journal of Educational Thought and the Brock University Journal of Education.  She has just recently signed a book deal with Cambridge Scholars for an edited book entitled (Voices from Far Away Lands: Learning from International Lives) with an expected publication in July, 2018. She has received SoTL grants from funding institutions in Canada, Qatar and the United Arab Emirates.

Mary is very involved in animal rescue and rights, community outreach, environmentalism and social justice advocacy. 

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Published

2021-12-08

How to Cite

Saudelli, M. G., Kleiv, R., Davies, J., Jungmark, M., & Mueller, R. (2021). PhET Simulations in Undergraduate Physics: Constructivist Learning Theory in Practice. Brock Education Journal, 31(1). https://doi.org/10.26522/brocked.v31i1.899

Issue

Vol. 31 No. 1 (2021)

Section

Articles

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The copyright for articles in this journal is retained by the author(s), with first publication rights granted to the journal. By virtue of this being an open-access journal, articles are free to use with proper attribution to both the author(s) and Brock Education for educational and other non-commercial paper.