[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-217686-en":3,"doc-seo-217686-105":31,"detail-sidebar-cat-0-en-105":97},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":21,"is_downloadable":21,"audit_status":21,"page_count":22,"language":23,"language_code":24,"site_id":25,"html_lang":24,"table_of_contents":26,"faqs":27,"seo_title":28,"seo_description":14,"update_tm":29,"read_time":30},217686,687207024643,"Rhys","https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2",8,"Research & Report","Interactive Simulations to Physics Teaching - A Case Study in Brazilian High School","This paper investigates how educational simulators can enhance physics teaching in Brazilian public high schools. The study involves eight classes totaling 205 second-year students and compares average classroom test performance with laboratory test performance using computer simulators. Results show improved student performance after simulator use and more homogeneous test results. The findings support interactive, simulation-based approaches as a way to reduce learning difficulties and strengthen comprehension beyond memorization.","International Journal of Learning and Teaching  \nVol 5, issue 1 (2013) 18-23  \n[www.awer-center.org/ijlt](www.awer-center.org/ijlt)  \nInteractive Simulations to Physics Teaching: A Case Study in Brazilian  \nHigh School  \nSilvio H. Fiscarellia*, Maria H. S. S. Bizellia, Patricia E. Fiscarellib  \na Faculdade de Ciências e Letras de Araraquara, Universidade Estadual Paulista, Brazil b Universidade Nove de Julho, Brazil  \nReceived October 10, 2012; revised November 18, 2012; accepted December 05, 2012  \nAbstract  \nThis paper presents the results of a study that investigated the use of simulators to improve physics teaching. The study population consisted of eight classes totaling 205 second year high school students from Brazilian public school. The research methodology adopted compares the average performance of students on tests conducted in the classroom to performance on tests conducted in the laboratory using computer simulators. The results obtained showed that students’ performance on tests improved after the use of simulators. It was found that the students had more homogeneous test results when using the simulator.  \nKeywords: Educational simulations, students performance, physics teaching, high school.  \n©2013 Academic World Education & Research Center. All rights reserved.  \n1. Introduction  \nAccording to PISA (Program for International Student Assessment) 2009, Brazil achieved the 53rd place among 65 countries that took part of this program. Despite the fact that Brazilian students have shown improvement in mathematics, their performance in sciences was the lowest of last three editions of PISA.  \nThe evaluation of fifteen year-old students showed that more than 50 % of Brazilian students areplaced at sciences evaluation levels 0 and 1. These results have shown that knowledge and skills in this field are so limited that students can only apply them in few instances.  \nOne of the characteristics of Brazilian education which is usually criticized is the emphasis on explaining the content using abstract modeling which is so far from students’ reality. Most of high schoolteachers create their teaching activities based on textbooks which focus on college entrance examination, and do not practice any kind of experimentation (Schnetzler & Aragão, 1995) .  \nConsidering physics as an example, most students consider this subject a collection of mathematical equations and codes which must be memorized and of situations that are completely absent from their daily lives.  \nMost of the difficulties faced by students are related to their ability to make the abstractions needed to understand physics concepts and modeling. The students’ difficulties in learning negatively influence teaching, discouraging teachers in their attempts to try a different approach that would allow comprehension instead of stimulating memorization.  \nIn order to improve teaching, it is necessary that the teachers recognize and work on students’ most common difficulties in order to minimize those difficulties by varying the teaching methods. McDermott (1996) points out that most of learning problems occur because the ways in which concepts are explained to students are complex and difficult to understand.  \nAccording to Gibson (2000), the tendency is that teachers teach the way they learned. Therefore, another important issue in enhancing teaching quality is teacher training. It is necessary that teachers master not only concepts but also a repertory of different teaching approaches.  \nAccording to Novak, Mintzes and Wandersee (2000), helping sciences students to build better scientific models of nature is a very promising role for computers, especially for simulations and computer-based laboratories.  \nRegarding this way of thinking, Levy (2001) points that the use of simulation techniques, in particular those with interactive images, develops the imagination and thinking capacities, especially when compared to the passively watching videos or animation witho","cbCaiuSwZwdOttO9","https://ap.wps.com/l/cbCaiuSwZwdOttO9","pdf",718162,2,1,6,"English","en",105,"# Introduction\n# Methodology and Materials Used\n## Study Group\n## Contents Selection","[{\"question\":\"What was the main goal of the study on physics teaching simulators?\",\"answer\":\"To verify whether using educational simulators improves students’ performance compared with traditional classroom methods.\"},{\"question\":\"How was the study conducted with the student groups?\",\"answer\":\"It ran during physics classes over one year with 205 students split into two groups that alternated between classroom activities and computer-lab simulator activities.\"},{\"question\":\"What were the key results after students used simulators?\",\"answer\":\"Students’ performance on tests improved after simulator use, and their test results became more homogeneous.\"}]","Interactive Simulations to Physics Teaching - 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