Using instructive simulations to teach young students simple science concepts: Evidence from electricity content

This research aimed to determine the effectiveness of applying instructive simulation experiments (SE) to the development of deeper conceptual understanding, retention of static electricity contents, and engagement of 4th-grade students. The correlation between student achievements and engagement was examined. 76 4th graders (10-11 years) were assigned to one of the groups: direct - DI + SE (DSE) and indirect instruction - II + SE (ISE) group. The results indicate that the ISE group showed significantly better achievements on the highest cognitive level compared to the DSE group. The application of SE had a significantly greater impact on the perceived behavioral, cognitive, and agentic engagement of the ISE group compared to the DSE group. A positive correlation was observed between student engagement and achievements.