The Phet program in density learning with a STEM approach

Abstract

This study aimed to determine the influence of the PhET simulador and the STEAM methodology on learning the concept of density among secondary school student. A quantitative approach was adopted, using a pre- experimental design with a single group pre-test  and post-test structure. The simple cossisted of 50 secnd-grade high school students. A validated and reliable instrument was used to collect data, assessing the different phases of the STEAM methodology. Statistical analysis included the Shapiro- Wilk test for normality and the Wilcoxon signed-rank test for related samples. The results showed significant improvements in most STEAM phases (motivation, problema comprehension, concept appropriation, solution development, and reflection), with p- values < .001, indicating a positive impact of the intervention on student´s understanding of density. In contrast, the preparation phase did not show statistically significant diferences. It is concluded that integrating the PhET simuladtor with the STEAM methodology is an effective instructional strategy to enhace physics learning by promoting conceptual understanding and the development of scientific skills n secondary education students.

Key words: meaningful learning, PhET simulator, STEAM methodology