The use of interactive computer simulations to engender conceptual changes about wave motion

Abstract

Computers are expensive equipment which most schools in South Africa cannot afford to use as an instructional tool in the same way as they are being used in affluent schools in the countly and in the western world. In this study a computer was used as a demonstration tool to help learners to visualise the different aspects of wave motion with the aid of interactive computer simulations. The study investigated how learners alter their intuitive notions of wave motion after experiencing the common teaching techniques in township schools, and then by observing interactive computer simulations. Data was collected by means of field notes, observation, questionnaires and in-depth semi-structured interviews with the participation of twelve Grade 9 learners in a secondary school over a three-week period. A combination of qualitative and quantitative methods was used in the study and the data was analysed within an interpretive framework. A detailed analysis revealed that interactive computer simulations could bring about positive conceptual changes in learners, especially in the micro level aspects of wave motion. The inexperience of the learners in a discovery method of learning and a learner centred approach of teaching seemed to interfere with the teaching techniques. To a considerable extent, language problems also hindered the revelation of conceptualisation.In writing this report of the research study J agree wilh Squires and McDougall (1994: 12) that it is difficult to use a non-interactive medium (paper-based text) to report on the interactive medium of computer simulations, as written words cannot bring out all the essential aspects of interactive computer simulations.