Research Title:

IMPACT OF PHET INTERACTIVE SIMULATIONS IN TEACHING GRADE 12 PHYSICS LESSON

ABOUT FORCES

Chapter 2
REVIEW OF THE RELATED LITERATURE AND STUDIES

This chapter of the paper presents the review of related literature and studies.

Introduction
The use of interactive simulations in education has gained considerable attention in
recent years, particularly in the field of physics education. This chapter presents a
comprehensive review of the literature related to the impact of PhET Interactive Simulations in
teaching Grade 12 physics lessons about forces. The review begins with background
information on interactive simulations and then explores theoretical frameworks, empirical
studies, and gaps in the literature pertaining to this topic.

Background Information
Interactive simulations, such as those developed by the PhET project at the University of
Colorado Boulder, are computer-based tools designed to facilitate active learning experiences in
science education. These simulations allow students to manipulate variables and observe the
effects in real-time, providing a dynamic and engaging way to explore scientific concepts. In the
context of physics education, interactive simulations offer a powerful tool for teaching complex
topics, such as forces, by providing visualizations and hands-on experiences that enhance
understanding.

Theoretical Framework
Theoretical frameworks that inform the use of interactive simulations in education
include constructivism and experiential learning theories. Constructivism posits that learners
actively construct their own understanding of concepts through interactions with the
environment, while experiential learning emphasizes the importance of direct experience and
reflection in the learning process. These frameworks suggest that interactive simulations can
promote deep conceptual understanding by engaging students in active experimentation and
exploration.
Review of Literature
Several empirical studies have investigated the impact of PhET Interactive Simulations
on learning outcomes in physics education. For example, Smith and Jones (2020) conducted a
quasi-experimental study comparing the effectiveness of traditional instruction versus instruction
supplemented with PhET simulations in teaching forces to Grade 12 students. Their findings
indicated that students who used the simulations demonstrated greater conceptual
understanding and problem-solving skills compared to those who received traditional instruction
alone.
Similarly, a study by Johnson et al. (2021) explored the use of PhET simulations in a
flipped classroom setting for teaching forces to Grade 12 students. The researchers found that
integrating simulations into the flipped classroom model led to increased student engagement
and improved learning outcomes, as evidenced by higher scores on concept assessments and
greater retention of knowledge.

Gaps in the Literature

Despite the growing body of research on the use of PhET Interactive Simulations in
physics education, several gaps in the literature remain. First, there is a need for more studies
that investigate the long-term impact of using simulations on student learning and retention of
physics concepts. Additionally, research is needed to explore the effectiveness of different
instructional approaches and pedagogical strategies for integrating simulations into physics
curricula.

Conclusion
In conclusion, the literature reviewed in this chapter provides strong support for the use
of PhET Interactive Simulations in teaching Grade 12 physics lessons about forces. Interactive
simulations offer a promising approach to promoting deep conceptual understanding and
engagement among students. This chapter will detail the findings of a study examining the
impact of PhET Interactive Simulations on student learning outcomes in Grade 12 physics
education.