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Abstract Title: How and why do teachers use PhET interactive simulations?
Abstract: As educational technologies become increasingly important in K-12 physics education, we need to understand why and how teachers choose to adopt certain technologies. PhET interactive simulations are one technology that has been widely adopted as an individual choice by teachers. We used PhET as a case study, examining responses from a survey of high school teachers to elucidate what aspects of an educational technology support or hinder its adoption. The survey probed how teachers used PhET and what value they felt it provided their students. Responses showed that teachers valued flexibility - they used simulations in multiple ways for a variety of learning goals, with responses falling into three categories: understanding content, science process, and motivation. Second, they often chose implementations in which students control the simulation. Finally, they mentioned specific affordances that they valued or wished were included. These results can provide useful guidance for science education technology developers.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session I
Poster Number: A66
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: Argenta Price
University of Colorado, Boulder
and Co-Presenter(s)
Katherine Perkins, University of Colorado, Boulder
N.G. Holmes, Stanford University (present address: Cornell University)
Carl Wieman, Stanford University