Abstract

Teaching learning is getting realigned itself with new tools and methods in the new educational scenario. ICT tools open up wide arena of opportunities to improve the teaching learning process focusing on higher order thinking and autonomy of the learners. TPACK model reemphasis on the importance of integration of the domain for the meaningful teaching learning processes. Introduction of technology is being done by the majority rather integrating meaningfully in the classroom. Research suggests that simply putting computers into schools is not enough to impact student learning. That said, specific applications of ICT can positively impact student knowledge, skills and attitudes, as well as teaching practices, school innovation, and community services (Kozma, 2005, p. 1). The major challenges faced by the teachers in general, physics teachers in particular are that of constructive integration of technology tools to improve the process of learning and its assessment. In fact, teachers are getting overwhelmed with the variety of tools in teaching physics. Contextualization of tools aligning with the constructivist objectives are not taken up seriously in Physics teaching and mostly just operating the tools are more focused. The present paper discusses about the integration of powerful PhET tools in teaching Physics at Secondary Level in line with the constructivist approach. The modes of integrating simulations, activities, worksheets related to PhET to improve the interactivity which leads to actively engaged classroom environment helping students to enhance higher order thinking skills and exploring Physics learning process. Assessment for learning also focused in order to make the teaching learning more meaningful and productive.

Keywords
Simulation, Physics Teaching, Interactive Learning, Assessment
How to Cite this Article?
Biju K. (2017). Integrating PhET Tools in Constructivist Physics Teaching Learning. i-manager’s Journal of Educational Technology, 13(4), Jan - Mar 2017, Print ISSN: 0973-0559, E-ISSN: 2230-7125, pp. 50-54.
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