Addressing rural grade 10 physical sciences learners’ alternative conceptions about waves and sound through information and communications technology (ICT) simulations.

Abstract

Physical Sciences continues to be one of the underperformed subjects, and the underperformance tends to be more noticeable in the provinces with rural schools. Among the contributing factors, the poor performance in Physical Sciences can partly be attributed to alternative conceptions associated with various content knowledge. Waves and sound topics are some of the topics that confuse learners. Therefore, the Department of Basic Education has recommended the integration of ICT simulations in teaching and learning. As a result, the purpose of this study was to identify rural grade 10 Physical Sciences learners’ alternative conceptions about waves and sound and address those through Information Communication Technology (ICT) simulations. The study followed the conceptual change theory, which was supported by the social constructivism framework. The study was located within the interpretative paradigm and a qualitative action research design was adopted. The study employed two action research cycles, and purposively selected grade 10 Physical Sciences learners from the rural school in Zululand district, in KwaZulu-Natal province. The study answered the following question: What are the impacts of ICT simulations on the learners’ performance? What are the learners’ views on the use of ICT simulations in teaching and learning? Data were generated through pre/post-tests, interviews, and lesson observations. First, the conceptual test was administered to all participants to determine the alternative conceptions they had on the topic of waves. The findings from the pre-test revealed that learners had waves and sound alternative conceptions that impeded their understanding of Physical Sciences. Moreover, the analysis after the ICT simulation-based intervention revealed significant differences between the pre-test and post-test results. The findings from the posttest showed that the ICT simulations helped to resolve some of the rural grade 10 learners’ waves and sound alternative conceptions. Furthermore, elicited responses indicated that learners perceived the use of ICT simulations to develop a better conceptual understanding of the waves and sound concepts. Thus, the study concludes by recommending the use of ICT simulations in day-to-day classroom practice and further research on other topics.