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Karimi, Naser, Yahyavi, Marziyeh. (1405). The Effect of Discovery-Oriented Instruction Using PhET Simulations on Conceptual Understanding of Optics Among Eighth-Grade Science Students. نظریه و عمل در تربیت معلمان, (), -. doi: 10.48310/esip.2026.22588.1030
Naser Karimi; Marziyeh Yahyavi. "The Effect of Discovery-Oriented Instruction Using PhET Simulations on Conceptual Understanding of Optics Among Eighth-Grade Science Students". نظریه و عمل در تربیت معلمان, , , 1405, -. doi: 10.48310/esip.2026.22588.1030
Karimi, Naser, Yahyavi, Marziyeh. (1405). 'The Effect of Discovery-Oriented Instruction Using PhET Simulations on Conceptual Understanding of Optics Among Eighth-Grade Science Students', نظریه و عمل در تربیت معلمان, (), pp. -. doi: 10.48310/esip.2026.22588.1030
Karimi, Naser, Yahyavi, Marziyeh. The Effect of Discovery-Oriented Instruction Using PhET Simulations on Conceptual Understanding of Optics Among Eighth-Grade Science Students. نظریه و عمل در تربیت معلمان, 1405; (): -. doi: 10.48310/esip.2026.22588.1030

The Effect of Discovery-Oriented Instruction Using PhET Simulations on Conceptual Understanding of Optics Among Eighth-Grade Science Students

Physics Journal | Farhangian University
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 26 مرداد 1405
نوع مقاله: Original Paper
شناسه دیجیتال (DOI): 10.48310/esip.2026.22588.1030
نویسندگان
Naser Karimi1؛ Marziyeh Yahyavi* 2
1Department of Physics Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran
2Physics teacher, Department of Education, Tabriz, District 5, Iran
چکیده
This quasi-experimental study aimed to investigate the impact of discovery-oriented teaching of optics concepts using PhET virtual simulations on deep and sustainable learning among students. Conducted over 8 weeks in the 2024-2025 academic year, the study began with a 20-item pretest based on everyday experiences without formulas. Through an entirely interactive approach without direct formula provision, students discovered concepts of reflection, refraction, converging and diverging lenses, focal length, and dispersion via five guided PhET experiments. A post-test identical to the pretest and activity worksheets were then administered. Results indicated a rise in mean scores from 8.5 on the pretest to 17.2 on the post-test (out of 20), signifying a significant 102% performance improvement (p < 0.001). Notable gains occurred in questions demanding profound conceptual grasp, such as lens image formation, Snell's law derivation from simulations, and critical angle phenomena. This research illustrates that PhET-based discovery learning serves as an efficacious alternative to physical labs, enabling students to independently "derive Snell's law" and acquire concepts enduringly and engagingly.
کلیدواژه‌ها
Discovery Learning؛ Optics؛ Pretest-Posttest؛ Eighth-Grade Science
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