written by
Carl E. Wieman, Wendy K. Adams, and Katherine Perkins
Research on learning shows that students learn better when they construct their own understanding of scientific ideas within the framework of their existing knowledge. To accomplish this process, students must be motivated to actively engage with the content and must be able to learn from that engagement. Interactive computer simulations can meet both of these needs. A growing body of research analyzes their design and use. Here, we summarize some of the research of the Physics Education Technology (PhET) project, particularly that related to simulations and student motivation.
C. Wieman, W. Adams, and K. Perkins, PhET: Simulations That Enhance Learning, Science 322 (5902), 682 (2008), <https://science.sciencemag.org/content/322/5902/682.full>.
Wieman, C., Adams, W., & Perkins, K. (2008, October 31). PhET: Simulations That Enhance Learning. Science, 322(5902), 682-683. Retrieved March 23, 2025, from https://science.sciencemag.org/content/322/5902/682.full
Wieman, C, W. Adams, and K. Perkins. "PhET: Simulations That Enhance Learning." Science. 322, no. 5902, (October 31, 2008): 682-683, https://science.sciencemag.org/content/322/5902/682.full (accessed 23 March 2025).
%0 Journal Article %A Wieman, Carl %A Adams, Wendy %A Perkins, Katherine %D October 31, 2008 %T PhET: Simulations That Enhance Learning %J Science %V 322 %N 5902 %P 682-683 %8 October 31, 2008 %U https://science.sciencemag.org/content/322/5902/682.full
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