Reflections of a physical science teacher on the philosophical perspectives underpinning the use of computer simulations in a rural South African school

Abstract

Research consistently demonstrates that computer simulations play a transformative role in teaching and learning in various educational contexts worldwide. These learning tools provide interactive and dynamic environments that individualize learning through the various affordances inherent in their use. Numerous studies have employed various theoretical frameworks, including constructivist, cognitive, and behavioural approaches, to support the integration of simulations into educational practices. However, the discourse often overlooks the philosophical perspectives that inform and shape their use. This article presents insights derived from a study, emphasising the epistemological, ontological, and axiological dimensions that have guided the use of digital technology in a rural school. Adopting a qualitative case study methodology, data were collected through teacher reflective journals and learner focus groups over three years. Findings reveal that computer simulations not only reshape how learners acquire and construct knowledge (epistemology) but they also transform traditional learning environments by merging virtual and physical realities, creating innovative, elastic spaces for interaction and exploration (ontology). From an axiological perspective, simulations raise critical questions about the values embedded in teaching practices. The study highlights that recognizing these philosophical perspectives enhances the effective implementation and outcomes of computer simulations in rural classes. However, the study is limited by its single-site design and focus on a single rural context, which may limit the generalizability of the findings. This research contributes to the broader field of computer simulation-based teaching by foregrounding philosophical perspectives and promoting a more intentional, values-aware approach to simulation-enhanced learning.