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The effect of the mobile learning–based PhET interactive simulation approach on students’ conceptual learning and creative thinking in the concept of solutions | ||
| پژوهش در آموزش شیمی | ||
| مقاله 20، دوره 8، شماره 2 - شماره پیاپی 30، تیر 1405، صفحه 61-81 اصل مقاله (749.1 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/chemedu.2025.21495.1388 | ||
| نویسندگان | ||
| Zakyeh Akrami* 1؛ Mahdiyeh Rahmanipoor2 | ||
| 1Department of Chemistry Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran | ||
| 2Chemistry Teacher, The Education Department of Yasooj, Kohgiluyeh and Boyer-Ahmad, Iran | ||
| چکیده | ||
| Background and Objective: This study aimed to examine the impact of the Mobile Learning–based PhET Interactive Simulation (ML-PhET) approach on conceptual learning and creative thinking among tenth-grade students studying solutions. By combining mobile learning with PhET simulations, the ML-PhET approach offers an innovative framework for chemistry education that emphasizes self-directed, interactive, and experiential learning. Methods: A quasi-experimental design was employed, featuring pretest, posttest, and follow-up assessments. The participants were tenth-grade female students from Isfahan during the 2024–2025 academic year. Data collection involved a researcher-developed academic achievement test to evaluate Bloom’s four cognitive domains and a creativity questionnaire based on Guilford’s model. Experts in chemistry and educational sciences confirmed the content validity of both instruments, and their reliability coefficients, as measured by Cronbach’s alpha, were 0.81 and 0.80, respectively. Data analysis utilized Wilcoxon and Mann–Whitney tests, with Bonferroni correction applied. Findings: The ML-PhET approach significantly enhanced students’ performance across Bloom’s cognitive domains, including Knowledge, Comprehension, Application, and Analysis, with these effects persisting even after 60 days. Notable improvements were also found in the creativity components of Fluency, Originality, and Sensitivity, while Flexibility and Elaboration showed no significant change. Conclusion: The findings suggest that the ML-PhET approach effectively enhances both conceptual learning and creative thinking, providing a practical and innovative alternative to traditional chemistry instruction. | ||
| کلیدواژهها | ||
| Chemistry education؛ conceptual learning؛ creative thinking؛ mobile learning؛ PhET Interactive Simulation؛ STEM | ||
| عنوان مقاله [English] | ||
| The effect of the mobile learning–based PhET interactive simulation approach on students’ conceptual learning and creative thinking in the concept of solutions | ||
| نویسندگان [English] | ||
| Zakyeh Akrami1؛ Mahdiyeh Rahmanipoor2 | ||
| 1Department of Chemistry Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran | ||
| 2Chemistry Teacher, The Education Department of Yasooj, Kohgiluyeh and Boyer-Ahmad, Iran | ||
| چکیده [English] | ||
| Background and Objective: This study aimed to examine the impact of the Mobile Learning–based PhET Interactive Simulation (ML-PhET) approach on conceptual learning and creative thinking among tenth-grade students studying solutions. By combining mobile learning with PhET simulations, the ML-PhET approach offers an innovative framework for chemistry education that emphasizes self-directed, interactive, and experiential learning. Methods: A quasi-experimental design was employed, featuring pretest, posttest, and follow-up assessments. The participants were tenth-grade female students from Isfahan during the 2024–2025 academic year. Data collection involved a researcher-developed academic achievement test to evaluate Bloom’s four cognitive domains and a creativity questionnaire based on Guilford’s model. Experts in chemistry and educational sciences confirmed the content validity of both instruments, and their reliability coefficients, as measured by Cronbach’s alpha, were 0.81 and 0.80, respectively. Data analysis utilized Wilcoxon and Mann–Whitney tests, with Bonferroni correction applied. Findings: The ML-PhET approach significantly enhanced students’ performance across Bloom’s cognitive domains, including Knowledge, Comprehension, Application, and Analysis, with these effects persisting even after 60 days. Notable improvements were also found in the creativity components of Fluency, Originality, and Sensitivity, while Flexibility and Elaboration showed no significant change. Conclusion: The findings suggest that the ML-PhET approach effectively enhances both conceptual learning and creative thinking, providing a practical and innovative alternative to traditional chemistry instruction. | ||
| کلیدواژهها [English] | ||
| Chemistry education, conceptual learning, creative thinking, mobile learning, PhET Interactive Simulation, STEM | ||
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| مراجع | ||
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