Supporting Student Active Engagement in Chemistry Learning with Computer Simulations

Abstract

This case study is an attempt to investigate how computer simulations can contribute to engaging students’ active participation in knowledge creation through chemistry learning. Empirical data were collected through interviews, a survey, and a test on secondary school student performance in Rwanda. The findings reveal four main forms of participating in knowledge construction with computer simulations: self-reliance, peer collaboration-reliance, teacher-guided-reliance, and strategic variation-reliance. The study found no statistical difference between male and female students’ preferences while engaging with these forms. There was also no difference in their performance in terms of higher order thinking skills in chemistry learning with computer simulations. Moreover, the findings demonstrated that computer simulations can help students to create multisensory connections enabling them to become actively engaged in chemistry learning through various settings. Consequently, the lines between abstract concepts and their related chemical reactions and processes become closely connected in a virtual reality. Finally, this study suggests a pedagogical strategy that teachers can undertake to support student active engagement in chemistry learning with computer simulations.