Exploring Science and Technology Teachers’ Experiences with Integrating Simulation-Based Learning

Abstract

Science and technology require learners to engage in practical work and inquiry-based learning. In South Africa, schools still need laboratories, textbooks, and equipment for practical work. Considering the above contextual challenges, this paper calls for integrating computer simulation-based learning (SBL) into science and technology education. Very little is known about science and technology teachers’ experiences of simulation-based learning in rural settings. This interpretative study, located at a teacher training institution in South Africa, aimed to explore science and technology teachers’ experiences of integrating simulation-based learning in their teaching. The study was framed within Kolb’s experiential learning theory, which posits that learning is a process of creating knowledge through the transformation of experience. Sixteen practicing teachers enrolled for their honors degree were purposively selected. Data were generated via semi-structured interviews, online interactive discussion forums, and reflective journals. All ethical protocols were observed. NVIVO was used to create tag clouds before thematic analysis could begin. The findings illuminated participant experiences as learning, unlearning, disrupting pedagogies, revisioning best practices in a community of inquiry, and promoting conceptual understanding and spatial visualization. The findings demonstrated an authentic practice of educating and training teachers to integrate SBL into their teaching and the use of SBL in promoting the conceptual understanding and spatial ability of learners in school settings that lack laboratories and functional equipment.

1. Introduction

To truly grasp the essence of science and technology, learners must actively participate in the processes that generate knowledge. This learning experience is achieved by making careful observations of phenomena, making sense of those observations by repeated testing, refining design ideas, and then developing theories. Learners engage in inquiry-based learning via practical work in these subjects to gain scientific experience and build theory and content knowledge [1,2]. Practical work is not just an integral part but a cornerstone of science and technology for generating knowledge and developing process skills [3]. These subjects allow for active engagement in scientific inquiry and problem-based learning rather than students passively receiving knowledge from the teachers [4]. These approaches are traditionally carried out in a designated laboratory, where students can practice, problem-solve, and troubleshoot to apply and understand the subject matter content; however, inquiry learning can be implemented with virtual experiments (interactive simulations) or combinations of real and virtual experiments [5]. For learners to engage in these activities, science and technology teachers must be equipped with practical pedagogical knowledge, skills, and content knowledge to implement the school curriculum [5,6]. In South Africa, many teachers encounter poor resources, a lack of infrastructure, and competing agendas attached to the curriculum. To align with global trends, science and technology curricula in South Africa have been revamped with a triad agenda to develop 21st-century skills, such as critical thinking, problem-solving, and collaboration, and address the skills shortages in STEM occupations while addressing the injustice and inequalities of the past apartheid era. These competing curricular agendas disrupt the science and technology curriculum space, making it complicated for teachers to enact the curriculum as envisaged. It is worth noting that while the curriculum has been revamped, the spaces and context of curriculum implementation have remained the same. Studies in [6,7,8] elaborated on the need for more resources and why practical work is not conducted in rural schools.

Meanwhile, the authors of [8,9] articulated that technology teachers need more skills to perform practical tasks. The lack of these essential resources places teachers in an insidious position. First, they are excluded from conducting practical work due to a lack of resources and, in some instances, skills to perform practical tasks, and second, high cognitive demands are placed on them when they are expected to improvise and innovate in conducting practical work. The teaching strategies used during practical work often include experiential learning, project-based learning, experimentation, hypothesis testing, fieldwork, inquiry-based learning, and simulations.

Considering the above contextual challenges and the curriculum’s competing agenda, this paper advances the rationale for integrating computer simulation into the teaching and learning of science and technology. The proverb I hear, and I forget, I see, and I remember, and I do, and I understand, grounds the rationale, as simulation allows for the active engagement of students. The authors of [9,10,11] revealed the benefits of simulations in supporting interactive teaching and learning experiences in science and technology. These scholars further noted that simulations allow learners to explore hypothetical situations, interact with the problem, and explore the changes occurring because of their interaction. The authors of [11] also asserted that simulations facilitate a practical understanding of systems and allow hands-on activities. This aspect means that simulation-based learning (SBL) provides for the rethinking of fostering inquiry-based learning through practical work and developing the much-needed process skills in learners. Moreover, SBL offers numerous advantages, such as providing students with a secure and adaptable environment to learn and experiment, allowing them to test ideas and make errors without the risk of physical harm or equipment damage [12,13], facilitating active and collaborative learning, enabling students to work together to solve problems and exchange ideas [13,14], and developing critical skills, such as problem-solving and creative thinking, essential for success in science and technology.

The adoption of simulation-based learning aligns seamlessly with the constructivist learner-centered technology-enhanced teaching and learning environment espoused by the South African curriculum. This alignment reassures us that SBL is not a foreign concept but a natural progression in our educational system. By embracing the benefits of SBL, South African schools and HEIs can create inclusive and engaging learning environments that empower students to develop the critical skills, process skills, and competencies needed to translate knowledge to solve contextual issues. However, to embrace SBL in their teaching, teachers must be trained to use digital technologies during lessons to promote quality education and reduce inequalities, as advocated by sustainable development goals 4 and 10, respectively [14,15]. This research answers the following question: What are science and technology teachers’ experiences in integrating simulation-based learning into their teaching? While many studies exist on integrated e-learning and simulation-based learning, more are needed about integrating SBL into teaching science and technology within the SA context. Studies have been conducted on teachers’ readiness to integrate ICT into their math and science teaching in grade 5 [16]. The authors of [17] focused on teachers’ professional development to integrate ICT into their teaching, while those of [18] paid attention to the pedagogical value of using ICTs for teaching.

The findings of this study will contribute to the literature on current practice-led research on integrating SBL into teaching science and technology regarding the provision of stimulating tasks and activities to replace traditional laboratory-based experience, the development of critical processes and 21st-century skills among learners, and how SBL can scaffold teaching and learning in resource-poor contexts. This research showcases how to provide quality science and technology learning environments in resource-poor contexts within Africa. Furthermore, this study is timely, considering the attention devoted to engaging teachers and learners in science and technology practices, inquiries, developing 21st-century skills, and integrating technologies in teaching and learning. The study shows that simulation can be a steppingstone for schools with limited laboratory facilities in developing countries to carry out practical work and problem-based learning. Also, teachers can integrate real remote experiments into their teaching.

2. Literature Review

2.1. Inquiry Learning in Science and Technology

Inquiry learning is an approach where students acquire knowledge through acting as scientists; that is, formulating hypotheses, planning, and conducting experiments to (dis)prove their assumptions. Inquiry-based learning activities have traditionally been implemented in classrooms with analog material as actual (hands-on) experiments. In the past 20 years, digital technologies, such as virtual experiments, have been used to enhance, and sometimes even replace, natural experiments and to implement inquiry-based learning [19]. Virtual experiments (i.e., computer-based, interactive simulations of actual experiments) have been shown to foster students’ conceptual understanding [20]. Research suggests that both experimentation formats, analog and digital, offer unique affordances and thus contribute unique aspects to promote students’ understanding of scientific concepts and procedures [21]. This diversity in learning experiences enriches the learning process, offering students a more comprehensive understanding of scientific concepts and procedures.

2.2. Simulation-Based Learning

According to [15,22], simulations are interactive programs that contain a natural or artificial system or process model. Simulations allow learners to construct knowledge actively by facilitating authentic science and technology inquiry practices, such as making observations, conducting investigations, and manipulating variables virtually, while developing analytical, critical thinking, and problem-solving skills [13,14,15,23]. Moreover, simulations can easily change variables in response to students’ questions, which is not always possible with actual equipment. Students can practice laboratory techniques before engaging in laboratory experience with actual equipment. They can also practice with simulations at home to repeat or extend classroom experiments for additional clarification. This repetitive feature of simulations makes it possible for students to have a concrete understanding of the scientific phenomenon exhibited by the simulation [16,24].

Lindgren et al. [25] maintain that simulations promote learner engagement, motivate learners to construct new knowledge, and improve their comprehension of topics and concepts. Similarly, the authors of [26] claim that simulations can improve learners’ academic performance in science by applying scientific knowledge in real-life situations. Moreover, research conducted by the authors of [19,27] compared the academic performance of students exposed to SBL with those taught through conventional approaches and found significant improvements in concept comprehension and knowledge retention among the former group. In a meta-analysis of various studies, the authors of [28] concluded that SBL was associated with higher exam scores and better overall academic achievement in courses.

2.3. Using Simulations for the Learning of Science and Technology Concepts

Conceptual understanding of science concepts is a complex phenomenon [21,29], and students often need more exposure to teachers who are au fait with content knowledge and the relevant pedagogy to promote such understanding. Several studies have been conducted on the benefit of simulations on learners’ conceptual understanding. The studies in [22,30] elucidated how learners exposed to simulations in physics on falling bodies improved their conceptual understanding of the impact of mass and size on the falling body. Olympiou et al. [31] argued that simulation allows learners to see something invisible and abstract, such as atoms, electrons, photons, and electric fields. In such instances, simulations can promote conceptual understanding at a micro level; for example, students are taught that water consists of molecules of hydrogen and oxygen; at the symbolic level, these molecules can be represented as a symbol of H₂O. An example of a complex scientific phenomenon is a phase change in water. Likewise, the study in [32] involving primary and high school learners indicated that simulations are invaluable for promoting conceptual understanding and positive attitudes in learners toward topics such as electricity, optical lenses, moon phases, Hooke’s law, projectile motion, Coulomb’s law, gravitational force, conservation of energy and waves, kinetic modular theory, trajectory motion, and electromagnetism. Translation of 2D to 3D drawing simulations for biology teaching covered the topics including mitosis, human cells, and plant cells. Simulations allow students to link complex processes, such as photosynthesis and respiration, creating a new conceptual understanding of these processes. Poon [33] studied the use of a GeoGebra app to help students compare fractions. Poon’s finding revealed that learners improved their math skills and performance but also developed positive opinions about using such materials. The use of simulations in science and technology is not new; however, using simulations for teaching science and technology in the context of South Africa and Africa is scant in the literature. Considering that South African learners’ performance in the TIMMS study reflects learners’ lack of understanding of basic concepts in science [15], SBL must be embraced in teaching STEM subjects within South Africa.

2.4. Using Simulations for Design Thinking and Enhancement of Spatial Visualization

Scholars argue that design thinking and spatial visualization skills significantly correlate with success in STEM disciplines. According to [34], design thinking comprises a problem space (where the student observes, reflects, and designs) and a solution space (where the student demonstrates, evaluates, and re-designs). It allows the learner the space to act and think like a professional designer. Scholars, such as those in [35,36], suggest that design skills (observing, reflecting, planning, and active experimentation) can be effectively simulated through experiential learning via simulations using a smart cellphone [37]. Simulations allow students to test their design ideas [38] and closely study their design, which helps stimulate cognitive actions and divergent design thinking [39].

Sotsaka and Singh-Pillay [40] asserted that spatial visualization skills are highly valued in STEM disciplines, and learners often perform poorly in spatial visualization tasks. Spatial visualization, which is the basis of graphic communication, requires learners to be able to mentally manipulate an object in an imaginary 3D space and create a representation of the object from a new viewpoint across a variety of fields, such as architecture [41], engineering [42], and apparel design [43].

Spatial visual skills are not inherent in learners [44]. They can be improved with training and practice. Simulations provide the platform for learners and designers to practice, visualize their design ideas, manipulate configurations, rotate images to yield the front, side, and back views, imagine the folding and unfolding of flat patterns, imagine rotation and projections of objects in 3D forms, and develop prototypes. Furthermore, in the digital simulation, the learner can control variables, formulate hypotheses, interpret information, formulate and try models, and engage in inductive and deductive reasoning [45]. Allowing learners to control the simulation process actively promotes a better understanding of the complex and abstract concepts involved, supporting the development of more critical and reflective thinking [45], while favoring the occurrence of meaningful learning with a positive impact on academic performance [46]. The above studies show that simulations can assist learners in improving their spatial visualization abilities.

Bleil De Souza and Wilder [47] described how universities introduce simulations to train architects in building performance. The study in [48] confirmed that simulations enhance the educational context of learning, improve the process of learning initial design concepts, facilitate an understanding of spatial relationships, and improve spatial awareness. The possibility of utilizing simulation capabilities as a design tool provides abundant research opportunities. Within the South African context, the study in [49] noted issues with the availability of technical infrastructure; however, it must be noted that 92.1% of South Africans own cell phones [50]. Thus, learners can use their smartphones to access these web-based applications [51] and engage in simulation activities.

3. Theoretical Framework

Experiential learning theory (ELT) [52] guided this study theoretically. ELT was selected as a theoretical framework, as it allows for participants’ experiences of learning about SBL to be elucidated. The training the participants received to embark on SBL enabled them to travel across the four phases of the ELT, as reflected in Figure 1.

The ELT cycle comprises four stages. There are two stages for understanding experience, the concrete experience and abstract conceptualization, and two for transforming experience, namely, reflective observation and active experimentation. In the ELT cycle, concrete experience is the platform for all observation and reflection. In this study, the experience relates to science and technology teachers’ experiences of being trained to use SBL via hands-on practical tasks. Reflections on their concrete experience with SBL led to rethinking, reimagining, and learning from practice via a professional learning community. These new abstract conceptualizations resulted in active experimentation. Each stage of the ELT cycle is used as a lens to analyze participants’ experiences of learning about SBL.

4. Methodology

4.1. Materials and Method

This study straddled the interpretative paradigm to understand participants’ experiences of using SBL in their teaching from their perspectives and lived experiences. The research adopted a qualitative approach, as it was the most appropriate approach to gain insights into participants’ lived experiences of using SBL in their teaching. This study was conducted at a teacher training institution in KwaZulu Natal province. In-service teachers (practicing teachers) enrolled for their Honors degree in Technology Education in 2022 participated in this study. Gatekeeper consent was received from the university ethics office. All sixteen in-service teachers enrolled in the honors degree program consented to participate in the study. They were alerted to the study’s aims, voluntary participation, confidentiality, and anonymity via informed consent. The participants’ age, school location, resources available, and pedagogy used are reflected in

Table 1. Demographic information about the participants.

Age	Participants	School Location	Resources	Pedagogy Prior to Training
25–30	5, 7, 11	City	Technology and labs available. Most equipment is not functional. Computer room with functional computers and Wi-Fi.	Traditional demonstrations, explanations, and a few guided discovery lessons.
31–35	1, 4, 10, 15	Suburb	Labs available. Equipment is old and most are non-functional. Overhead projector.	Traditional teaching, question and answer, chalk and talk, and demonstrations.
36–45	2, 8, 12	Township	Labs available. Most equipment is damaged/stolen.	Practical work discussed theoretically, chalk and talk, and emphasis on recall.
46–55	3, 6, 9, 13, 14, 16	Rural	Labs with no functional equipment.	Traditional teaching methods: chalk and talk, theoretical and practical, and emphasis on rote learning.

below.

4.2. Data Collection

Data were collected through individual semi-structured interviews, interactive discussion forums, and reflective journals. Before data collection, participants selected a number from 1 to 16. The chosen number served as the participant’s pseudonym, and it was used to mark their reflective journals and the transcripts of the interviews. Using pseudonyms ensures confidentiality and helps manage data consistently across different sources. Discussion forums allow for conversations, probing responses, reflections, and evaluations. Two discussion forums were organized: the first while participants were being trained for SBL and the second discussion forum was toward the middle of the semester. The intention behind the discussion forums was to provide an intervention space for participants to discuss their pedagogy. The questions posed in the discussion forum were: What are your experiences with SBL during teaching? What have you learned? What do you still need to know to use SBL? Has your pedagogical content knowledge and instructional strategy changed? What changes have you noted in your learners’ learning since using SBL?

Participants participated in workshops on how to maintain a reflective journal. The semi-structured interviews, each lasting 30 min, were audio-recorded. The interviews focused on the positive aspects of using SBL, the challenges encountered using SBL, the learner’s experience of learning, changes in learners’ engagement, and issues of access and equity. The audio-recorded interviews were transcribed verbatim and sent to the participants. The participants reviewed the transcripts and provided feedback to ascertain if their responses were captured correctly, ensuring the credibility of the data. This process, known as member checking, contributes to the credibility of the data. The credibility of the data was ensured by using multiple data sources (interviews, discussion forums, and reflective journals) to corroborate findings, which helped confirm the consistency of the data. Thick descriptions of the context and conclusions are provided so readers can determine the applicability of findings to other contexts.

4.3. Data Analysis

The interview transcripts, the discussion forums, and the reflective journal data were fed into NVIVO (version 12), a computer software package for qualitative data analysis. The use of NVIVO aids in systematic and consistent data analysis. A Tag cloud was generated to identify key terms in the text and visualize representation of text–data relationships.

The transcripts were read several times to familiarize the researcher with the data and to note patterns of similarities and dissimilarities before coding could begin. The researcher coded the data and left them for a period. The coded data were then subjected to the original recording to check for coding consistency and dependability. The assigned codes were reviewed. Data and initial codes from the interviews, discussion forums, and reflective diaries were re-grouped to refine the emergent themes, as shown in

Table 2. Codes and themes.

ELT Phase	Codes	Themes
Concrete experience: training to use SBL	Learning, relearning, unlearning, knowing, not knowing, uncertain, digitally naive	Learning is unlearning and relearning
Reflective observation	Disrupting, teaching strategy, pedagogy, familiar, unfamiliar	Disrupting the familiar and unfamiliar
Concrete operational	Best practice, learning, reimagining, re-envisioning, rethinking, community of inquiry	Rethinking and re-envisioning best practices
Active experimentation	Better understanding of concepts, improved learning, understanding of abstract concepts Can visualize, can manipulate objects mentally	Promoting conceptual understanding and spatial visualization

. Themes were reviewed, defined, and renamed. The emergent themes were sent to participants for member checking, a collaborative process that ensures accuracy and resonance with their experiences. Table 2 below reflects the assigned codes and the themes that emanated from these codes.

5. Findings and Discussion

From the analysis of data, I constructed four themes about the nature of learning:

• Unlearning and relearning: This theme corresponds with the teachers’ concrete training experience for SBL.
• Disrupting the familiar and unfamiliar: This theme is a testament to the active role of participants in their learning, as it arose from their observations and reflections.
• Rethinking and re-envisioning best practices: This theme aligns with the abstract conceptualization stage of the ELT model and the resultant inquiry learning community forged among the participants.
• Promoting conceptual understanding and spatial visualization: This theme relates to the active experimentation stage of the ELT model.

Next, I discuss each theme in detail.

5.1. Learning Is Unlearning and Relearning: Concrete Experience

Three participants who teach at schools in the city and belong to the youngest age category indicated they use technology but were unfamiliar with SBL. The other 13 participants reported being digitally naive, not technology savvy, and lacking confidence and skill in using technology. Participants’ testimonies below reflect their concerns:

I am old school; I prefer using traditional teaching methods and what I am familiar with and confident in. I am not an avid fan of digital technologies; I am afraid of using them and have not used them in my teaching. During this honors program and the training for SBL, I felt unsure of my ability to use technologies and teaching strategies. I was doing the simulations and controlling variables in virtual scenarios. I felt like a kid with new toys. I was unlearning my fear of technology and relearning about pedagogies. It got me rethinking about teaching and learning.

(P3, interview)

This training was an eye-opener. I have learnt about the features of my cell phone and simulations I did not know existed. Initially, I was embarrassed and stressed out about not knowing how to use these technologies. However, as I practiced, I got better at using them, and my confidence soared, as did my learning; it was like I was looking at these technologies with fresh eyes. This training and the relearning have changed how I will teach moving forward.

(P9, discussion forum)

I was stressed out as I lacked the skills and knowledge to use the technologies, but that changed as the training progressed. I developed a positive attitude as my knowledge and confidence increased. I felt comfortable and was open to learning new things to improve my teaching.

(P8, reflective diary)

Participants felt uncertain as they moved into uncharted territory during the SBL training. Their concerns about their fear and lack of skill and knowledge of technology, which hindered them from using it in their teaching, came to the fore via the above excerpts. The above findings are similar to those of [45,46]. These scholars noted that a lack of skill and knowledge of technology contribute to stress and anxiety, which impacts the use of technology. International studies [53,54], specifically that in [53], observed that teachers who could be more proficient in technology often feel overwhelmed by the rapid pace of technological advancements and the expectation to incorporate these tools into their teaching.

Estrada-Munoz et al. [54] further highlighted that this stress is compounded by the fear of being judged by peers and students, leading to a reluctance to experiment with new technologies. However, as the training to engage in SBL progressed, participants displayed remarkable adaptability to novel pedagogical concepts, such as blended learning, peer teaching, project-based learning, collaborative learning, flipped classroom, virtual practical, virtual field trips, video games, YouTube videos, and modes of delivery for conducting practical work and inquiry-based teaching and learning. They encountered a paradigm shift—they became less stressed as their knowledge, skills, and confidence increased in using SBL. They have become committed. Several vital developments marked this shift: participants began to view technology not as a barrier but as an enabler of more dynamic and interactive learning experiences, and they became more comfortable using these technologies for SBL. The authors of [47,48] asserted troubleshooting technical issues, and they experimented with various technological tools to enhance their teaching practices.

The transformation observed among participants is comparable to studies by other researchers [55,56], asserting that teachers must have knowledge and skills in using technology, enabling them to integrate technology into their teaching effectively. According to these studies, training is essential for teachers to integrate technology successfully. Training programs that provide hands-on experience, continuous support, and opportunities for collaborative learning are particularly effective in building teachers’ confidence and competence in using technology. As teachers become more proficient, they are more likely to embrace technology as a natural part of their teaching toolkit, leading to more innovative and effective instructional practices. Regarding the research question, participants’ concrete experiences of learning and unlearning are illuminated as they are trained to engage in SBL.

5.2. Disrupting the Familiar and Unfamiliar: Observation and Reflection

The training for SBL resulted in all participants engaging in reflection, as is evident in the excerpts below:

I am thinking about how I have been teaching for the last 15 years; my pedagogy has not changed. I am stuck in a rut; I must change my teaching. It does not matter where I teach. I cannot treat children like empty vessels. I stand in front, and they listen, write tests, and pass. They have to be trained to think critically. It is no longer about mastery of content. I can see that change can only happen if I change my thinking and practice.

(P12, interview)

I used the methods my teacher used to teach me in school. This SBL training has been eye-opening. The flaws in my teaching strategies are glaring, and my need to keep abreast is essential for my professional development. I cannot use the excuse of teaching in a poorly resourced school as an excuse for my poor pedagogy. I want to make LS exciting and fun and develop the critical 21st-century skills needed to access STEM careers with my learners, so my practice has to change.

(P13, discussion forum)

Since learning and being trained for SBL, I have come to realize that as teachers, we are lifelong learners, that our practice is not cast in stone; it is dynamic and evolving, and we need to upgrade practice all the time to ensure our learners benefit and are ready for the future. I feel empowered to change. I am confident in using technology for SBL, and my learners will benefit from my new approach to teaching.

(P5, reflective diary)

From the excerpts above, participants are disrupting and questioning assumptions about their existing classroom practices and pedagogy, which they are familiar with. Their thoughts vacillated between their existing practice, how restrictive it is for learners, and how practice can be transformed after new ideas emerged via the training for SBL.

Participants questioned their assumptions about teaching and the oppressive relationships they perpetuate, recognizing that traditional methods often position learners as passive recipients of knowledge. They began to see that effective learning entails not just mastery of content but also an understanding of learners’ needs and the role of the teacher in facilitating a more dynamic, interactive classroom environment. This realization aligns with the study in [57], which emphasized the importance of teachers understanding learners’ learning processes to improve educational outcomes. By reflecting on these new pedagogical approaches, participants started to see their former practices in a new light, perceiving them as overly rigid and less conducive to fostering critical thinking and engagement.

As participants embraced SBL, an initially unfamiliar and foreign pedagogy, they experienced a profound sense of empowerment. They became increasingly disassociated from their existing practices, which appeared strange and outdated. This shift highlights a crucial aspect of professional growth: the ability to critically reflect on one’s practices and adapt to new methodologies that better serve the needs of modern learners. Through this reflective process, familiar pedagogies became estranged, and the once-unfamiliar pedagogy of SBL became familiar and appealing. This transformation underscores the dynamic nature of pedagogy and the necessity for continuous improvement and adaptation.

The excerpts also revealed a broader understanding that pedagogy is not static, nor are learners passive receivers of information. Instead, pedagogy is dynamic and needs to be continually upgraded to equip learners with the essential 21st-century skills, such as critical thinking, problem-solving, and collaboration, required for the future workplaces. This perspective is supported by studies from [58,59], which emphasized that teachers must be innovative, flexible, and open to new methods to promote these skills effectively. The willingness of participants to adopt new pedagogies to enhance their teaching practices contrasts sharply with the findings in [60], which noted a resistance among some teachers to new pedagogical approaches.

Regarding the research question, participants’ journeys and experiences of skepticism to acceptance and enthusiasm for SBL illustrate a broader trend in education toward more student-centered, inquiry-based learning environments. This transformation involved a change in teaching techniques and a fundamental shift in how teachers perceive their roles and the learning process. By engaging in SBL, participants recognized the immense value of creating more interactive and engaging learning experiences, which directly benefits students by fostering critical thinking, problem-solving skills, and a deeper understanding of the subject matter, motivating others to take an active role in their education.

In conclusion, the training for SBL catalyzed significant changes in participants’ perceptions and practices. They opened themselves up to more effective and engaging pedagogical methods by questioning and disrupting their long-held teaching assumptions. This shift aligns with contemporary educational research that advocates for the vital role of continuous professional development and innovation in teaching practices to meet the evolving needs of learners in the 21st century. The findings underscore the urgency of fostering a culture of reflection and adaptability among educators, ensuring they are well equipped to navigate and thrive in an ever-changing educational landscape.

5.3. Rethinking and Re-Envisioning Best Practices: Abstract Conceptualization

Participants used the discussion forum to network with colleagues and form a learning community to inquire and share information about tried and tested best practices, as is visible in the experts below:

This is a safe haven where ideas on using SBL can be shared to teach the different sections in EGD or science. You are not judged if you lack content knowledge. Instead, you are supported in improving how you teach. I no longer feel stranded or isolated due to the lack of support at the school and department levels. I have learnt so much, and I am adapting my instructional strategies and assessments.

(P11, interview)

This learning community is so encouraging that I am now researching to use research-based methods to teach science and engage learners in SBL. Initially, I was digitally challenged, but after the training, I want to explore improving my teaching by incorporating technology. We share what works and brainstorm how to improve our content knowledge and pedagogy so learners can benefit.

(P10, discussion forum)

We talk comfortably while we learn from each other about how to strengthen our pedagogy and contextualize the content so learners can relate to it. It is about thinking about your pedagogy anew.

(P2, reflective diary)

The discussion forum, with its unique features that provided a secure and intellectually stimulating environment, was instrumental in fostering a supportive and collaborative community. It allowed participants to critically rethink, reimagine, and examine their pedagogical approaches in science and technology education. The forum’s design encouraged them to challenge their assumptions about teaching and learning, reflect on their instructional practices within their respective schools, and enhance their use of technologies for scenario-based learning (SBL).

The forum’s atmosphere of trust and mutual respect was crucial. It allowed participants to freely ask questions about effective teaching methods, share and learn about innovative ideas, and experiment with new strategies in their science and technology classrooms without the fear of being belittled or ridiculed. This open exchange of ideas significantly improved their teaching practices and fostered a supportive community of educators.

All participants shared a common goal: to become better teachers who seamlessly connect curriculum content with their students’ everyday lives. This approach, which was actively promoted in the forum, is fundamental in science and technology education, where real-world applications can significantly enhance student engagement and understanding. The forum thus provided a vital platform for teachers to develop and refine these connections, ensuring that their teaching is both relevant and impactful.

This finding aligns with the authors of [61], who emphasized the importance of contextualizing learning within the learners’ local context. They argued that highlighting the relevance of science and technology to students from diverse backgrounds is crucial for effective teaching. By incorporating this perspective, participants in the forum could design lessons that were more inclusive and attuned to the diverse needs of their students.

Moreover, participants reported that the collaborative relationships formed within the inquiry learning community extended beyond the confines of the discussion forum and the honor modules. These connections evolved into a support network that persisted in their professional lives. No longer functioning in isolation, these educators became integral parts of a dynamic and supportive learning community. This community provided ongoing support, shared resources, and continuous opportunities for professional growth, reinforcing the collaborative spirit initially fostered in the forum.

In summary, the discussion forum facilitated the immediate improvement of pedagogical practices and helped build a lasting professional community. This community, committed to continuous growth, enabled teachers to continually refine their approaches, share insights, and support one another in pursuing excellence in science and technology education. This community’s collaborative and supportive nature is a testament to the power of collective professional development and its impact on individual teaching practices and student outcomes.

5.4. Promoting Conceptual Understanding and Spatial Visualization: Active Experimentation

Simulations mimic real-world processes and situations via vivid visualization and activities. Participants used SBL to promote conceptual understanding and to enhance learners’ spatial visualization skills, as visible in the excerpts below:

I used SBL to teach assembly drawings. Learners usually struggle to manipulate objects manually, section them in the requested plane, and reassemble them. With SBL, learners can practice manipulating objects, sectioning, and reassembling them. They are enthusiastic about learning and score higher marks in spatial visualization assessment tasks. I wish I had known about SBL, my learners’ matric results would have been so much better.

(P6, interview)

I have been using SBL to teach my learners about design thinking and design skills, I started off with simple tasks, such as designing a bag for preschool children. With simulations, learners could alter the dimensions and features, such as a pocket for a water/juice bottle, name tag, wet and dry compartment, etc., and see what the product would look like, evaluate, and re-design with no wastage of material.

(P7, discussion forum)

I am using simulations to explain abstract/invisible concepts in science, such as electricity, charges, resistance, falling bodies, velocity, force, and acceleration. With simulation activities and the accompanying graphics, learners can understand the relation between resistance and the flow of charges. There is no waste of resources, nor do we have to worry about the lack of functional lab apparatus or safety implications with simulations.

(P1, reflective diary)

I have been using the simulations for my learners to explore virtual ecosystems of the world. Learners struggle to understand the relationship between the number of organisms, biomass, and energy required by each trophic level of the food pyramid. By manipulating variables such as energy flow, biomass, and numbers, learners could better understand the balance between different trophic levels of a food pyramid. They could see the impact of having more carnivores than herbivores on the food chain.

(P14, discussion forum)

Manipulating variables repeatedly during simulations empowers learners to see and understand the relationship between the variables. This hands-on approach is not just crucial, it is empowering, as it enables learners to effortlessly manipulate the simulation variables according to their curiosity or questions to construct meaning. Through active engagement, they can also practice laboratory techniques before experimenting in a laboratory, which is particularly beneficial for building foundational skills and confidence in scientific methods.

Furthermore, through simulations, learners can discover and see the effect of increasing or decreasing one variable on another variable, which allows them to develop a deep understanding of complex and abstract concepts in science, such as resistance, trophic levels, etc. Simulations help learners focus their attention directly on the concept being explored, and they also make links between abstract concepts and support learners’ visualizations of concepts, such as velocity, force, and acceleration. The above findings are supported by scholars, such as the authors of [54,55], who emphasized that when learners engage in simulation activities, it promotes conceptual understanding and problem-solving skills in sciences more because many science concepts are abstract and invisible. For example, by adjusting the resistance in a circuit simulation, learners can observe the impact on current flow, fostering a practical comprehension of Ohm’s Law. Similarly, manipulating variables in ecological simulations can help students grasp the dynamics of food webs and energy transfer across trophic levels.

Simulations help learners focus their attention directly on the concept being explored. Learners can connect their actions and the resulting changes by isolating specific variables and providing immediate feedback. This interactive process helps make links between abstract concepts and supports learners’ visualizations of complex scientific ideas, such as velocity, force, and acceleration. For instance, a simulation that allows students to manipulate the mass and force applied to an object can vividly illustrate Newton’s Second Law of Motion, making the abstract equation F = ma tangible and understandable.

The above findings are supported by scholars, such as the authors of [62,63,64], who emphasized that simulation not only promotes conceptual understanding but also problem-solving skills in the sciences. This is particularly significant, as many abstract science concepts are not directly observable. Through simulations, learners can experiment in a controlled, risk-free environment, which not only enhances their ability to hypothesize, test, and refine their understanding but also promotes their problem-solving skills.

In a subdued way, the excerpts bring to the fore the advantages of using simulations in teaching science and technology, particularly in rural schools that lack laboratory infrastructure and resources. In these settings, simulations provide an invaluable tool for overcoming resource limitations and ensuring that all students, regardless of their location or school’s resources, have the opportunity to engage deeply with scientific concepts. This equal opportunity not only promotes learners’ understanding of complex and abstract concepts in science but also enhances their ability to apply these concepts to real-life situations. Moreover, simulations can improve learners’ spatial–visual skills/abilities, promoting design thinking. For instance, students in rural areas can use virtual labs to explore chemical reactions and understand chemistry principles without needing physical reagents and equipment.

Computer-aided design (CAD) tools and simulations help learners with 3D constructions and views, promoting design thinking. By engaging with 3D models and simulations, students can better understand spatial relationships and structural integrity, essential skills in engineering and architecture. For example, using CAD software, students can design and test structures virtually, understanding the implications of their design choices and preparing them for real-world engineering challenges.

In response to the research question, the participants’ active experience and experimentation with integrating SBL comes to the fore.

Integrating simulations into science and technology education offers a multifaceted, practical, and innovative approach to learning. It bridges gaps caused by resource limitations, enhances conceptual understanding, and prepares students for real-world applications, making it an indispensable tool in contemporary education.

6. Conclusions

This study, framed by experiential learning theory [52], reported on science and technology teachers’ experiences in integrating simulation-based learning in their teaching. The findings brought to the fore the transition in participants’ experiences as they encountered each phase of ELT. When participants were trained on SBL, they experienced learning, unlearning, and relearning during the concrete operational stage. Participants unlearned their fear and uncertainty about SBL when they were trained to use SBL. Consequently, their training to use SBL resulted in relearning. The learning, unlearning, and relearning process led participants to reflect on their teaching practice during the reflective observation stage of ELT. They disrupted their familiar day-to-day pedagogies and raised questions about how restrictive they are for learners and how practice can be transformed after new ideas emerged via the training for SBL. In the process of reflection, their familiar pedagogies seemed strange, and SBL, which was initially unfamiliar and daunting, was appealing. Participants percolated ideas, rethought, and re-envisioned best practices during abstract conceptualization. Participants forged collaborations to improve practice, creating a safe inquiry learning community. The best practices acquired during the abstract conceptualization stage formed the platform for active experimentation. Active experimentation revealed that SBL promotes conceptual understanding and spatial–visual skills of learners.

These findings have implications for conducting practical work in contexts that need more laboratories and functional equipment, where teachers present these lessons theoretically, and learners passively receive information without engaging in process skills activities. Hallinger and Wang [64] asserted that SBL allows learners to develop process skills, as they engage in active engagement virtually. The findings of this study could be significant to classrooms in South Africa and Africa, where teachers often need to engage learners in practical work due to a lack of resources and are teaching for a test or examination. Learners only develop a surface-level understanding of concepts. SBL is a solution to the above problem, as it can enhance learners’ learning of science and technology concepts and spatial–visual skills/abilities to keep up with the nature of science and technology regarding ways of thinking, investigating, and building knowledge and its relation to technology and society. The benefits of SBL are that it saves the cost of experimental equipment, experiments can be conducted anywhere, and there are no safety issues. Based on the findings of this study, the following recommendation has been made.

7. Recommendation

Teachers in rural schools in South Africa and Africa should be exposed to and professionally trained to use SBL in their teaching. This will maximize learning experiences and conceptual understanding and significantly contribute to education. The findings of this study, particularly the need to combine real and virtual practical work, are crucial for educators to be aware of.

8. Limitations

The study results apply to the chosen participants, who were 16 teachers from rural schools in South Africa and Africa. It is important to note that these findings may not be applicable to all contexts. The research sample was chosen based on available sampling, not random sampling.