A recent study by the University of Johannesburg (UJ) and Michigan State University in the US has found that learners at two Soweto public schools improved their Chemistry understanding when teachers worked alongside computer simulations, suggesting a scalable strategy for better STEM results in South Africa.
Researchers selected two public schools in Soweto and Grade 10 Chemistry topics to test a teaching approach new to South Africa. The study involved 80 learners, aged 15 to 16, from lower socioeconomic backgrounds, who had no prior experience with molecular-level computer simulations or the teaching approach designed for the study.
Breaking Down STEM Barriers
Chemistry can be a challenging subject to learn, as it requires learners to constantly transition between three different representations of matter: the macroscopic level, the sub-microscopic level, and the symbolic level. According to chemical education research, learners often struggle to connect these different levels of representation.
The study found that learners who interacted with computer simulations of chemistry processes, with or without teacher guidance, showed significant improvement in their understanding of Chemistry concepts. However, students who received both teacher guidance and computer simulation supports performed substantially better than those who used computer simulations alone.
Key Findings
The study’s results suggest that combining teacher support with technology can lead to stronger learning outcomes than relying on technology alone. As noted by Prof Ramnarain, director of the Centre for Advanced Learning Technologies in Science Technology Engineering Arts and Mathematics (CALTSTEAM), “the improvement in learning Chemistry was substantial for both groups.”
The study’s findings have important implications for STEM education in South Africa. By leveraging technology and teacher support, schools can provide learners with a more engaging and effective learning experience, which can help to improve STEM outcomes and address the country’s skills gap.
Some of the key benefits of this approach include:
- Improved learner engagement and motivation
- Enhanced understanding of complex Chemistry concepts
- Development of critical thinking and problem-solving skills
As the study’s findings suggest, this approach can be particularly effective in disadvantaged schools, where resources may be limited. By providing learners with access to computer simulations and teacher guidance, schools can help to level the playing field and provide learners with a more equal opportunity to succeed.
