THE USE OF COMPUTER SIMULATIONS AS AN INTERVENTION TO ADDRESS MISCONCEPTIONS OF GRADE 11 PHYSICAL SCIENCES LEARNERS IN SOUTH AFRICAN TOWNSHIP SCHOOLS

This study examined the affordances of the use of computer simulations as an intervention to address acid-base misconceptions of grade 11 Physical Sciences learners in South African township schools. Technological pedagogical content knowledge (TPACK) framework was invoked to provide valuable insights into the efficacy of computer simulations as an innovative intervention to address misconceptions associated with acids and bases. The study adopted a mixed-method approach located within a case study design and involved purposively selected grade 11 Physical Sciences learners from two South African township schools. Quantitative data was collected by administering Acids-Bases Chemistry Achievement Test developed by Damanhuri, Treagust, Won and Chandrasegaran (2016) as part of a control group-experimental group design. Qualitative data was collected through semi-structured interviews with the participants. Findings revealed significant differences between pre-test and post-test scores as a result of the implementation of virtual laboratory simulations as a remedial intervention. The results showed that the post-test mean score was significantly higher (M = 38, SD =14) than the pre-test mean score (M = 26, SD =10) for the experimental group. There was no significant difference between the post-test mean score (M = 32, SD = 13) and the pre-test mean score (M = 30, SD = 11) for the control group. Elicited responses indicated that learners perceived the use of virtual laboratory simulations as a useful alternative means to demystify abstract scientific concepts associated with acids and bases as a Physical Sciences key knowledge area. In addition, the learners demonstrated fundamental appreciation of the affordances of virtual laboratory simulations as an innovative intervention to address misconceptions. The use of virtual laboratory simulations was largely perceived to provide meaningful opportunities for self-directed learning. However, the learners indicated that virtual laboratory simulations cannot supersede the experiences provided by traditional science laboratories in view of their critical role in the development of science process skills. Theoretical implications for meaningful development of technology-enhanced learning are discussed.