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journal of educational research and practice 2021 Vol. 31 (1) 52-69  \n[https://journals.library.brocku.ca/brocked](https://journals.library.brocku.ca/brocked)  \nMary Gene Saudelli 1* , Robin Kleiv2* , Jessica Davies 1* , Martin Jungmark 1* , Rebecca Mueller 1*  \n1 University of the Fraser Valley  \n2 Thompson Rivers University  \nAbstract  \nSimulation educational technologies provide a convenient way to augment classroom learning in higher education. The University of Colorado Boulder has created many Physics Education Technology (PhET) computer simulations relevant to concepts in Sciences and Mathematics. There is a notable gap in the literature of simulation-based technologies, learning theories, and Physics pedagogy in higher education. This action research study addresses that gap by exploring the role of the intentional inclusion of PhETs in the teaching practice of an undergraduate Physics class in a Canadian university. The professor of PHYS 105 taught a class of 80 students (primarily non-Physics majors) and integrated PhETs throughout his lesson plans during the semester to see if they supported students’ learning of the Physics concepts.  \nFindings indicate that PhETs have value as a “more capable peer” in Vygotsky’s (1978) zone of proximal development. Findings indicate that PhETs are a valuable bridge between classroom learning and the laboratory learning experiences in a Physics higher education course.  \nKeywords: simulation-based teaching, Physics pedagogy , PhETS , constructivist learning theory , zone of proximal development  \n* [mary.saudelli@ufv.ca](mary.saudelli@ufv.ca)  \n* [rkleiv@tru.ca](rkleiv@tru.ca)  \n*Jessica.davies@abbyschools.ca  \n* [martinjungmark@hotmail.com](martinjungmark@hotmail.com)  \n* [rebecca@themuellers.io](rebecca@themuellers.io)  \nComputer simulation educational technologies provide a convenient way to augment experiential learning during laboratory experiments. Simulation technologies have been studied in higher education classrooms in disciplines such as medicine (e.g. , Al-Elq, 2010) , nursing (e.g. , Kim et al. , 2016) , and chemistry (e.g. , Chang, 2017) , yet there is a notable gap in the literature on simulation-based technologies, learning theories, and pedagogy in relation to teaching Physics in higher education. This action research study explores the intentional inclusion of Physics Education Technology (PhET) in the teaching practice of an undergraduate Physics class in a Canadian university. The University of Colorado Boulder has created PhET computer simulations relevant to concepts in Physics , Chemistry, and Mathematics that are freely available online under a Creative Commons license.  \nAlthough the context of this study is a university in British Columbia, the implications from the findings can impact teaching Physics in higher education across Canada. The study’s principal researchers encompass: the “professor” (a higher education Physics professor); the“collaborative friend” (a faculty member in the Teaching and Learning department of the same university); and three “research assistants” (all of whom are upper year Physics students at the same university at the time of this study) .  \nThe Physics professor had taught this course several times previously, predominantly using a lecture method of instruction. He noted that many students, especially those who were not Physics majors, felt uneasy about Physics education and Physics concepts. This represented an aspect of his pedagogy that was disconcerting to the professor. To address this problem , he intentionally integrated PhET simulations in PHYS 105 to change his teaching practice and maximize students’ opportunities for experiential learning. The professor thought the inclusion of PhET simulations would enable students to visualize Physics concepts in a meaningful manner and thus provide a better learning experience. The purpos","cbCaifMEHyq6qN5e","https://ap.wps.com/l/cbCaifMEHyq6qN5e","pdf",223265,"English","# Abstract\n## Simulation-based teaching context\n## Constructivist learning theory and design\n## Vygotsky’s zone of proximal development (ZPD)\n## Role of the “more capable peer” in collaborative learning","[{\"question\":\"What is the purpose of this action research study?\",\"answer\":\"It investigates the effect of intentionally including PhET simulations in the teaching practice of an undergraduate Physics course, and examines students’ learning in relation to social constructivist (Vygotsky) and experiential learning theories.\"},{\"question\":\"How was PhET used in the PHYS 105 class?\",\"answer\":\"The professor integrated PhET simulations throughout lesson plans during the semester, aiming to change teaching practice and increase opportunities for experiential learning.\"},{\"question\":\"What do the findings suggest about PhET simulations?\",\"answer\":\"PhETs are valuable as a “more capable peer” within Vygotsky’s zone of proximal development and act as a bridge between classroom learning and laboratory learning experiences.\"}]","PhET Simulations in Undergraduate Physics - Constructivist Learning Theory in Practice - A journal of educational research and practice 2021 Vol. 31 (1) 52-69 | PDF",1792080415,48]