PhET resources help students learn abstract chemistry concepts
Chemistry is full of abstract concepts, such as formulas, equations, atomic structure and pH. Many students struggle with these concepts. Hands-on experimentation is one way to improve students’ understanding. However, many schools worldwide have limited resources, making this approach difficult.
To address this challenge, there has been a shift towards incorporating interactive technology in the classroom, such as PhET simulations. The PhET Interactive Simulations project, developed by the University of Colorado Boulder, provides free online simulations. These allow students to visualise abstract concepts, conduct virtual experiments and interact with scientific models.
To address this challenge, there has been a shift towards incorporating interactive technology in the classroom, such as PhET simulations (bit.ly/4iUBixQ). The PhET Interactive Simulations project, developed by the University of Colorado Boulder, provides free online simulations. These allow students to visualise abstract concepts, conduct virtual experiments and interact with scientific models.
Improve learning through simulations
Stimulating science success
A 2024 study in Rwanda investigated how effective PhET simulations are in improving high school students’ understanding of chemical reactions, chemical equations, acids, bases and pH. The study involved 197 students: 101 in the experimental group, which used PhET simulations, and 96 in the control group, which used traditional instruction.
The study used a mixed-methods research design, combining both quantitative and qualitative data to assess students’ learning outcomes and perceptions. The researchers gave students pre- and post-tests to measure their content knowledge. They also held focus group discussions with the experimental group to explore their experiences with the PhET simulations.
The experimental group’s mean score increased substantially, by 27%, from the pre-test to the post-test
A comparison of the pre- and post-test results revealed a significant improvement in the performance of the experimental group compared to the control group. The experimental group’s mean score increased substantially, by 27%, from the pre-test to the post-test. The control group showed a modest 6% increase. Statistical analysis confirmed that the difference between the two groups was significant. This suggests that the PhET simulations played a key role in enhancing students’ understanding of the assessed chemistry concepts.
Teaching tips
- Encourage students to explore PhET simulations independently or in small groups, allowing them to manipulate variables, make predictions and observe outcomes. This will develop critical thinking and help students develop a deeper understanding of scientific principles.
- Use simulations as teacher demonstrations.
- Integrate digital resources into a range of lessons. For example, chemical reactions, balancing equations, acids, bases, pH, atomic structure, molecular bonding, kinetics and experiments.
- Provide ongoing support to students as they navigate the simulations to ensure they are as effective as possible.
- Monitor students’ progress using the pre- and post-tests from this study. Find the tests in the appendices of the paper.
The qualitative data from the focus group discussions highlighted several benefits of using PhET simulations. Students reported that the simulations made abstract concepts easier to understand by providing visual and interactive representations of chemical reactions and pH. They appreciated the ability to experiment safely in a virtual environment, which allowed them to manipulate variables and see immediate results without the constraints of a physical lab. Students expressed enthusiasm about learning through technology and noted improvements in their ICT skills.
The researchers identified challenges too, including technical issues such as insufficient computer skills and limited access to the internet. Some students found the initial learning curve for using the PhET simulations steep. But, with practice, they became more comfortable navigating the platform. Teachers also faced challenges in ensuring that all students had the necessary technical skills and access to the simulations.
The findings from this study offer valuable insights for teachers looking to enhance their students’ understanding of abstract chemistry concepts.
Fraser Scott
Reference
J-B Ndagijimana et al, Chem. Educ. Res. Pract., 2025, 26, 289-299 (doi.org/10.1039/D4RP00105B)
References
J-B Ndagijimana et al, Chem. Educ. Res. Pract., 2025, advance article (doi.org/10.1039/D4RP00105B)
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