SCIENCE TEACHERS’ PERCEPTIONS ON THE USE OF INTERACTIVE SIMULATIONS TO FOSTER CRITICAL THINKING SKILLS: A CASE STUDY AT BEDFORDVIEW SCIENCE CLUSTER

Abstract

This qualitative study, informed by a naturalist methodology situated in the Constructivist (Interpretivist) paradigm, adopted the Technological Pedagogical and Content (TPACK) theoretical framework to explore science teachers' perceptions on using interactive simulations such as the Physics Education Technology (PhET) and Labster, for virtual labs, to nurture critical thinking skills in South African independent schools. For this study, critical thinking was defined as the intellectually disciplined process of actively and skilfully conceptualising, applying, analysing, synthesising, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief, drawing conclusions and taking appropriate decisions and actions.

Surveys and interviews with eight science teachers from seven schools revealed a multifaceted interplay of factors influencing simulation use. Teacher characteristics, particularly Technological, Pedagogical, and Content Knowledge (TPACK), significantly impacted adoption of simulations. While 70% of teachers recognized the potential of simulations, 45% expressed anxiety about aligning them with curriculum goals and a lack of clear objectives for critical thinking development. School environment also played a crucial role. Reliable hardware, robust software with strong connectivity, and readily accessible technical support were essential, but 80% of teachers feared potential technical disruptions. Furthermore, the perceived value of interactive simulations (60% viewed them as highly beneficial) and student needs, influenced utilisation. Assessment remained a concern. Existing methods did not adequately evaluate critical thinking fostered by simulations. Teachers desired science-specific resources, collaboration opportunities, and ongoing professional development focused on maximising interactive simulations' potential.

The study aligns with existing literature highlighting the importance of TPACK and addressing teacher anxieties for successful technology integration. However, it emphasizes the additional need for curriculum-aligned, assessment-driven professional development programs specifically focused on fostering critical thinking through simulations. Further research in each identified area of TPACK, curriculum alignment, and assessment is crucial to facilitate wider, informed and impactful technology integration within South African science classrooms, ultimately empowering students with critical thinking skills.