This study, Exploring the Use of Computer Simulations as a Technological Pedagogical
Reasoning Tool in the Teaching and Learning of Electromagnetism in a Whole-Class
Rural Setting, documents a journey of a digital immigrant, physical sciences teacher in a
secondary school in a rural area who sought to integrate computer simulations as reasoning
tool to enhance instruction and learning. The study employed an action research
methodology and used Smart’s model of technological pedagogical reasoning and action
(MTPRA) as a theoretical framework to guide the processes of teaching. The study utilised
multiple methods of data collection: the documentation of my planning for teaching the
topics of magnetic field and electromagnetic induction, reflective journals, feedback from
critical friends, video-recordings of my lessons and focus group discussions with learners.
Findings from the study revealed teaching with technology is a paradigm shift, change of
mindset and culture that requires teachers to consider how the affordances of technology
can be harnessed to create opportunities for learners to engage in meaningful learning.
These opportunities for learning are created through the matrix of interaction between the
teacher, learners, content and computer simulations as informed by the teachers’
technological pedagogical reasoning (TPR) sub-process (i.e., comprehension,
transformation, instruction, and evaluation). Each TPR cycle was a professional learning
experience which meant that the teacher collected data that could be used to frame and
reframe his practice. The process of learning was interactive and facilitated by reflecting
on how the elements (content, learners, computer simulations, the teacher) interacted with
the actions of comprehension, transformation, instruction, and evaluation.
The study found evidence to suggest that computer simulations had an influence on what
was learnt, how it was learnt and the effect of these on the learners. Thus, computer
simulations can be used as a curriculum resource/material to create potential learning
experiences that have cognitive, affective, and conative dimensions. The learning
experiences were among others, influenced by the following factors: context, prior
learning experiences and the perceptions of the learners. The cognitive dimension resulted
in the learners attaining knowledge of the relation between electricity and magnetism and
the application of electromagnetism. The affective dimension created in learners a sense
of enjoyment, wonder(surprise) and practical relevance of the lessons while the conative
dimension created interest in the subject and learning in general. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/27405 |
| Date | 03 June 2021 |
| Creators | Tsoka, Maxwell |
| Contributors | Kriek, Jeanne |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | 1 online resource (291 unnumbered leaves) : color illustrations, color photographs, application/pdf |
Page generated in 0.0047 seconds