This paper reports on South African Natural Sciences teachers’ use of interactive computer simulations when applying the predict-observe-explain approach for inquiry-based learning. Classroom observation data were collected from 10 teachers when teaching electricity. An analysis of lesson transcripts generated the following themes: Learners engaged collaboratively; Division of labour; Teacher scaffolding; Whole class discussion. These themes are elaborated upon. The implication of the results is that simulations do offer a viable option for inquiry-based learning, especially at schools where physical resources are not readily available. A further finding is that while the POE simulated inquiries did shift autonomy to learners, teachers still played a pivotal role in scaffolding learners during all three stages.

Author: Umesh Ramnarain

Published in: Ireland International Conference on Education (IICE-2024)

• Date of Conference: 28-30 October, 2024
• DOI: 10.20533/IICE.2024.10.0020
• ISBN: 978-1-913572-73-0
• Conference Location: Dún Laoghaire, Ireland