Practical Work Or Simulations? Voices From Generation Z

Abstract

There are many studies that compared the effectiveness of students’ learning of physics from practical work and simulations. Given the fact that school students nowadays grow up with electronic devices and are adept at navigating the virtual world, practical activities might become a novel learning experience to them as compared with simulations. Yet little was known from students’ perspectives on features of simulations and practical work that contributed to their learning. Taking a challenging topic ‘electric circuit’ as a context, we examined some ways that Grade 11 students conceived practical work and simulations. In this mixed method study, 36 students were divided into two groups. Half of them used a simulation software package ‘Circuit Construction Kit’ as an integral part of their learning. The other half learnt through practical work. To measure and compare students’ learning, a validated achievement test DIRECT was administrated to both groups before and after the teaching of the topic. Afterwards, the treatments were swapped. It made sure all students would have experienced both practical work and simulations. Seven students were selected for group interviews. These interviews probed into their views of their learning experiences. We identified different features of simulations and practical work that students believed to contribute to their learning.