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

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

Maxwell Tsoka & Jeanne Kriek

Issue: Vol. 7 No. 1 2026 Article 7 pp.94 – 111
DOI : https://doi.org/10.38159/jelt.2026717 Published online 27th February 2026.

32 Downloads

DOWNLOAD PDF

ABSTRACT

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.

Keywords: Computer simulations, Epistemology, Ontology, Axiology, Teaching, Learning.

BIBLIOGRAPHY

Alvarez, A, D Ventura, B Moreno, and R Natividad. “Teachers’ Philosophical Views: Towards a Development of Philosophical Framework in Education.” International Journal for Cross-Disciplinary Subjects in Education 10, no. 3 (2019): 4112–19.

Banda, Handson, Hlanganipai Ngirande, and Fortune Hogwe. “The Impact of Economic Growth on Unemployment in South Africa: 1994-2012.” Investment Management and Financial Innovations, no. 13, Iss. 2 (contin1) (2016): 246–55.

Banda, Herbert James, and Joseph Nzabahimana. “Effect of Integrating Physics Education Technology Simulations on Students’ Conceptual Understanding in Physics: A Review of Literature.” Physical Review Physics Education Research 17, no. 2 (December 21, 2021): 023108. https://doi.org/10.1103/PhysRevPhysEducRes.17.023108.

———. “The Impact of Physics Education Technology (PhET) Interactive Simulation-Based Learning on Motivation and Academic Achievement among Malawian Physics Students.” Journal of Science Education and Technology 32, no. 1 (2023): 127–41.

Bhushan, Tripti. “Breaking the Chains: Understanding and Combating Early Marriage-Induced Violence against Girls.” In Social, Political, and Health Implications of Early Marriage, 61–92. IGI Global Scientific Publishing, 2025.

Cleaver, David, and Julie Ballantyne. “Teachers’ Views of Constructivist Theory: A Qualitative Study Illuminating Relationships between Epistemological Understanding and Music Teaching Practice.” International Journal of Music Education 32, no. 2 (2014): 228–41.

Creswell, John W, and Cheryl N Poth. Qualitative Inquiry and Research Design: Choosing among Five Approaches. Sage publications, 2016.

Dakich, Eva. “Theoretical and Epistemological Foundations of Integrating Digital Technologies in Education in the Second Half of the 20th Century.” In Reflections on the History of Computers in Education: Early Use of Computers and Teaching about Computing in Schools, 150–63. Springer, 2014.

Denzin, Norman K., and Yvonna S. Lincoln. “Transforming Qualitative Research Methods.” Journal of Contemporary Ethnography 24, no. 3 (October 1, 1995): 349–58. https://doi.org/10.1177/089124195024003006.

Department of Education. Curriculum Assessment Policy Statement (CAPS). Pretoria: Government Printers, 2011.

Develaki, Maria. “Methodology and Epistemology of Computer Simulations and Implications for Science Education.” Journal of Science Education and Technology 28, no. 4 (2019): 353–70.

Dewey, John. Moral Principles in Education. Houghton Mifflin, 1909.

Fan, Xinxin, and David Geelan. “Integrating Information Technology and Science Education for the Future: A Theoretical Review on the Educational Use of Interactive Simulations.” ACEC 2012: It’s Time, 2012.

Gamache, Paul. “University Students as Creators of Personal Knowledge: An Alternative Epistemological View.” Teaching in Higher Education 7, no. 3 (2002): 277–94.

Gardiner, Michael. “Education in Rural Areas.” Issues in Education Policy 4 (2008): 1–33.

Greca, Ileana M, Eugenia Seoane, and Irene Arriassecq. “Epistemological Issues Concerning Computer Simulations in Science and Their Implications for Science Education.” Science & Education 23, no. 4 (2014): 897–921.

Heilbronn, Ruth. “Teacher Educators: Philosophical Perspectives.” In Encyclopedia of Teacher Education, 1834–38. Springer, 2022.

Hoffman, Samantha, and Rouaan Maarman. “Teachers’ Voices and Quality Education in the Basic Education Discourse in South Africa.” Perspectives in Education 42, no. 4 (2024): 333–48.

Itegi, Florence M, and Felicita W Njuguna. “Gender Based Violence in Educational Institutions and Its Impacts on Girls’ Education: A Comparative Study of Selected Countries.” Research Journal in Organizational Psychology & Educational Studies 2, no. 5 (2013): 276–79.

Jita, Thuthukile. “Pre-Service Teachers’ Competence to Teach Science through Information and Communication Technologies in South Africa.” Perspectives in Education 34, no. 3 (2016): 15–28.

John, Merlin. “Physical Sciences Teaching and Learning in Eastern Cape Rural Schools: Reflections of Pre-Service Teachers.” South African Journal of Education 39 (2019).

Kaldaras, Leonora, Karen D Wang, Jocelyn E Nardo, Argenta Price, Katherine Perkins, Carl Wieman, and Shima Salehi. “Employing Technology-Enhanced Feedback and Scaffolding to Support the Development of Deep Science Understanding Using Computer Simulations.” International Journal of STEM Education 11, no. 1 (2024): 30.

Khan, Samia. “New Pedagogies on Teaching Science with Computer Simulations.” Journal of Science Education and Technology 20, no. 3 (2011): 215–32.

Kim, Minhwan, Da Kim, and Taehee Noh. “Analysis of Science Teachers’ Guidance of Teaching Practice Using the CHAT.” Journal of The Korean Association For Science Education 40, no. 2 (2020): 113–26.

Kincheloe, J. Teachers as Researchers: Qualitative Inquiry as a Path to Empowerment. London: The Falmer Press, 1991.

Kostiainen, Emma, and Johanna Pöysä-Tarhonen. “Meaningful Learning over the Course of Teacher Education: Students’ Reflections.” Teaching and Teacher Education 168 (2025): 105241.

Kotoka, Jonas, and Jeanne Kriek. “The Impact of Computer Simulations as Interactive Demonstration Tools on the Performance of Grade 11 Learners in Electromagnetism.” African Journal of Research in Mathematics, Science and Technology Education 18, no. 1 (2014): 100–110.

Krumsvik, Rune Johan. “Ontology, Epistemology and Context–and Our Social Construction of Educational Technology.” Nordic Journal of Digital Literacy. Universitetsforlaget, 2020.

Loya, K. “Teaching Philosophy as a Mechanism for a More Inclusive Teaching and Learning Process.” Academia Letters 409 (2021): 1–5.

Madani, Rehaf A. “Analysis of Educational Quality, a Goal of Education for All Policy.” Higher Education Studies 9, no. 1 (2019): 100–109.

Mafora, Patrick. “Managing Teacher Retention in a Rural School District in South Africa.” The Australian Educational Researcher 40, no. 2 (2013): 227–40.

Magana, Alejandra J, Joreen Arigye, Abasiafak Udosen, Joseph A Lyon, Parth Joshi, and Elsje Pienaar. “Scaffolded Team-Based Computational Modeling and Simulation Projects for Promoting Representational Competence and Regulatory Skills.” International Journal of STEM Education 11, no. 1 (2024): 34.

Marenyenya, Marvelous. “Delinquent Behaviours Influencing Learners’ Academic Achievement at Secondary Schools in Nemanwa Community, Zimbabwe.” International Journal of Studies in Psychology 3, no. 1 (2023): 13–21.

Mathoma, Ntshavheni Nndwayamato. “Implications of Substance Abuse on Management of Learner’s Academic Performance at Luvuvhu Circuit in Vhembe East District,” 2022.

McClinton Appollis, Tracy, Catherine Mathews, Carl Lombard, and Kim Jonas. “School Dropout, Absenteeism and Coverage of Sexual and Reproductive Health Services in South Africa: Are Those Most at Risk Reached?” AIDS and Behavior 28, no. 10 (2024): 3525–42.

Morrison, Charles D. “From ‘Sage on the Stage’to ‘Guide on the Side’: A Good Start,” 2014.

Muyambi, Godfrey Chitsauko, and Philip Kwashi Atiso Ahiaku. “Inequalities and Education in South Africa: A Scoping Review.” International Journal of Educational Research Open 8 (2025): 100408.

Nhambura, Michael. “Handling of Violent Behaviour of Learners in Secondary Schools: A Case Study of Vryburg Cluster in North-West Province.” North-West University, 2020.

Nilsson, Pernilla. “From PCK to TPACK-Supporting Student Teachers’ Reflections and Use of Digital Technologies in Science Teaching.” Research in Science & Technological Education 42, no. 3 (2024): 553–77.

Nyathi, Leoba, Tololupe Balogun, Janine De Lange, Anja Human-Hendricks, Fundiswa Khaile, Kezia October, and Nicolette Roman. “Social Issues Affecting Social Cohesion in Low-Resource Communities in South Africa.” African Journal of Governance and Development 13, no. 2 (2024): 135–62.

Pavan, Annalisa. “UNESCO and the Human Right to Education for All,” n.d.

Polonyana, Thuto, and Moeniera Moosa. “Violence in Secondary Schools: Educators’ Experiences in Soweto, South Africa.” Perspectives in Education 42, no.4(2024):24–38.

Roux, Charl J., and Nazreen Dasoo. “Pre-Service Teachers’ Perception of Values Education in the South African Physical Education Curriculum.” South African Journal of Childhood Education 10, no. 1 (February 11, 2020). https://doi.org/10.4102/sajce.v10i1.717.

Rutten, Nico, Wouter R Van Joolingen, and Jan T Van Der Veen. “The Learning Effects of Computer Simulations in Science Education.” Computers & Education 58, no. 1 (2012): 136–53.

Saladino, Valeria, Oriana Mosca, Filippo Petruccelli, Lilli Hoelzlhammer, Marco Lauriola, Valeria Verrastro, and Cristina Cabras. “The Vicious Cycle: Problematic Family Relations, Substance Abuse, and Crime in Adolescence: A Narrative Review.” Frontiers in Psychology 12 (2021): 673954.

Sarkar Arani, Mohammad Reza, Bruce Lander, Yoshiaki Shibata, Christine Kim‐Eng Lee, Hiroyuki Kuno, and Andrew Lau. “From ‘Chalk and Talk’ to ‘Guide on the Side’: A Cross‐cultural Analysis of Pedagogy That Drives Customised Teaching for Personalised Learning.” European Journal of Education 54, no. 2 (2019): 233–49.

Savec, Vesna Ferk. “The Opportunities and Challenges for ICT in Science Education.” Teknologia Kemian Opetuksessa 1, no. 1 (2020): 1.

Scherer, Ronny, Fazilat Siddiq, and Jo Tondeur. “The Technology Acceptance Model (TAM): A Meta-Analytic Structural Equation Modeling Approach to Explaining Teachers’ Adoption of Digital Technology in Education.” Computers & Education 128 (January 2019): 13–35. https://doi.org/10.1016/j.compedu.2018.09.009.

Shikalepo, Elock Emvula. “Challenges Facing Teaching at Rural Schools: A Review of Related Literature.” International Journal of Research and Innovation in Social Science 4, no. 5 (2020): 211–18.

Siemens, George. “Connectivism: A Learning Theory Fir the Digital Age,” 2005.

Smetana, Lara Kathleen, and Randy L Bell. “Computer Simulations to Support Science Instruction and Learning: A Critical Review of the Literature.” International Journal of Science Education 34, no. 9 (2012): 1337–70.

Sowetan, D. H. “Education Gap Widens – Public Schools Record 41% Bachelor Passes While Private Schools at 89%,” 2024. https://www.citizen.co.za/news/south-africa/education/matric/education-gap-widens-public-schools-record-41-bachelor-passes-while-private-schools-at-89/.

Stake, R. E. The Art of Case Study Research. SAGE Publications, 1995.

Tondeur, Jo. “Teachers’ Pedagogical Beliefs and Technology Use.” In Encyclopedia of Teacher Education, 1960–64. Springer, 2022.

Tsoka, Maxwell. Exploring the Use of Computer Simulations as a Technological Pedagogical Reasoning Tool in the Teaching and Learning of Electromagnetism in a Whole-Class Rural Setting. University of South Africa (South Africa), 2020.

Tsoka, Maxwell, and Jeanne Kriek. “Grade 11 Rural Science Learners’ Descriptions of Their Learning with Computer Simulation.” Journal of Educational Studies 23, no. 2 (2024): 70–90.

Uink, Bep, Kathryn Lynn Modecki, Bonnie L Barber, and Helen M Correia. “Socioeconomically Disadvantaged Adolescents with Elevated Externalizing Symptoms Show Heightened Emotion Reactivity to Daily Stress: An Experience Sampling Study.” Child Psychiatry & Human Development 49, no. 5 (2018): 741–56.

Xu, Lihua, and David Clarke. “What Does Distributed Cognition Tell Us about Student Learning of Science?” Research in Science Education 42, no. 3 (2012): 491–510.

Zeichner, Orit. “Using Simulations to Improve Achievements and Motivation in ICT Studies.” I-Manager’s Journal on School Educational Technology 16, no. 1 (2020): 11.

Zenda, Rekai. “The Importance of Teaching Resources on Physical Sciences Learners’ Academic Achievement in Rural Schools:A Case of South Africa.”Social Education Research, 2024,407–20.

Zyl, Carien van, and Carlien van Wyk. “Exploring Factors That Could Potentially Have Affected the First 1000 Days of Absent Learners in South Africa: A Qualitative Study.” International Journal of Environmental Research and Public Health 18, no. 5 (2021): 2768.

AUTHOR(S)

Maxwell Tsoka is a lecturer at the University of Venda, in the Department of Professional & Curriculum Studies. His interests are in teacher professional learning, inquiry-based teaching, culturally responsive teaching and the use of computer simulations in teaching and learning.

Jeanne Kriek is a professor in the College of Science, Engineering & Technology at the University of South Africa.

TO CITE ARTICLE

Tsoka, Maxwell, and Jeanne Kriek. “Reflections of a physical science teacher on the philosophical perspectives underpinning the use of computer simulations in a rural South African school.” Journal of Education and Learning Technology 7, no.1 (2026): 94 -111. https://doi.org/10.38159/ehass.2026717