Abstract:

Introduction:
Science education, consisting of physics; chemistry and biology, is very important in educational system. The importance of science curriculum is that it links between students and the environment around them (Tatli and Ayas, 2010).
In Kuwait, the methods used to teach students science in primary school is conventional, based mainly on oral presentation and textbook. This is problematic as many abstract concepts, such as current flow in of electric circuit, are difficult to be demonstrated in this approach. Subsequently misconception of critical topics is not uncommon.

Objective:
To investigate the effectiveness of using interactive computer simulation software (ICSS) as tool in teaching science in primary school by a combine it with traditional method. In improving the students’ academic achievement and attitude toward science and enhance understanding of a concept of current flow in of electric circuit.

Methods:
This is an experimental study applied on 167 students in primary schools. These have been divided in to an experimental group (n=85), who were taught using interactive computer simulations software construction-based, and a control group (n= 82), who used traditional method textbook-based only. All students in both groups were administered electric circuits concepts test (ECCT) and attitude scale questionnaire toward learning science (QAS) before and after teaching the electric circuit. Moreover, interview with some of the experimental group students was conducted to measure their feeling toward simulation program.

Results:
Using an interactive computer simulation program has improved students’ achievement test (p=0.02 > 0.05) and enhance the students understand of concept; and had increased the students’ positive attitude toward learning science. In addition, the students expressed their happiness and enjoy with use simulation in teaching and learning science and they preferred to use it than textbook.

References:
Tatli, Z and Ayas, A (2010). Virtual laboratory applications in chemistry education, procedia Social and Behavioral Sciences, 938–942.