Pedagogical Support Structures for Effective Implementation of Simulation-Based Innovation in Science Classrooms: Prospective Teachers’ Perspectives

Abstract

Effective utilisation of technology in the classroom relies on, among other factors, the roles, and actions of teachers, considering both opportunities and limitations presented by technology in representing the subject matter. Therefore, it is essential to examine the pedagogical practises employed by teachers when using technology to teach science. By use of an explanatory case study design with qualitative data sources such as focus group interviews, lesson artefacts and observations, this research adapted the Technological Pedagogical and Content Knowledge (TPACK) framework as a lens within a professional development framework to examine the pedagogical context of four prospective teachers as they designed and implemented simulation-based physics lessons in pairs. The objective was to gain in-depth understanding of the pedagogical support structures necessary for successful implementation of Physics Education Technology (PhET) simulation-based physics lessons, with a focus on promoting a learner-centred instructional approach in Ghanaian science classrooms. The findings suggest that the provision of minimal guidance through activity sheets, as well as facilitative strategies such as engaging prior knowledge, supervising learner activities, fostering discussion platforms and providing summaries, are crucial pedagogical support structures that drive learner-focused instructional processes when using simulations. The study advocate that central to the success attained with simulation-based lessons was the prospective teachers’ developed TPACK as well as the content-sensitive and interactive affordances offered by PhET simulations, despite acknowledging their inherent limitations as technological tools.