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The Impact of Simulation-Based Instruction on Student Understanding of Energy Conversion in Resource-Limited Classrooms

Tyza Faith Iwag
Psychology and Education: A Multidisciplinary Journal · 2025-07-23 · DOI 10.70838/pemj.430109
Token #5892
✓ Verified on SciChain. The record below hashes to exactly the content hash stored on chain for token #5892.
Token#5892 of SciMatic Articles (ERC-1155), fixed supply 1,000,000
Contract0x0E596B4bb924937aA35D9b342A90347ed6F05eF8
Mint transaction0x35a22f0bc5cdf462fd7e3fb8b3fb48575fee73f47dbed321476f8e6aa61ad761 · block 12106838
Minted2026-10-02 07:05 UTC
Hash on chain0xe303396155db18db6854d5c061be0ca60612abf22574ec508df2b15621eda588
SHA-256 of the record0xe303396155db18db6854d5c061be0ca60612abf22574ec508df2b15621eda588
Article today Matches the anchored record.

Allocation at minting

HolderWalletMintedHolds now
SciMatic (10%) 0xc35709AB…277732 100,000 100,000
Tyza Faith Iwag 0xe034Ba6f…Db4940 900,000 900,000

The anchored record

Canonical JSON (keys sorted, no spaces, UTF-8). Its SHA-256 is the hash on chain.

{"abstract":"This action research project examined the effectiveness of simulation-based instruction in improving 10th-grade students’ understanding of energy conversion concepts in a rural high school science classroom. The study addressed the instructional challenge of teaching complex energy systems in resource-limited settings lacking traditional lab equipment. The research question guiding this project was: How does implementing simulation-based instruction impact students' understanding of energy conversion over a five-day intervention? Eighteen students participated in the study, engaging in interactive lessons using PhET simulations such as Energy Skate Park, Energy Forms and Changes, and Generator. Students completed a teacher-created pre-assessment and post-assessment aligned with NGSS HS-PS3-3 to measure conceptual growth. The assessments were scored out of 34 points. Results showed a mean score increase from 17.8 to 27.2, representing a 53% improvement. These findings indicate that simulation- based instruction enhanced students’ conceptual understanding, promoted engagement, and offered an equitable solution for science learning in under-resourced environments. The study supports the broader application of digital simulations as effective tools in STEM education.","abstract_source":"original","authors":["Tyza Faith Iwag"],"date":"2025-07-23","doi":"10.70838/pemj.430109","id":5892,"issue":1,"journal":{"issn":"2822-4353","name":"Psychology and Education: A Multidisciplinary Journal"},"pdf_sha256":"62b23138c7dda9fecb92269bae49bd5ffeb0f21ddf594c1fd6439a3c917b2c7c","schema":"scimatic-article/1","title":"The Impact of Simulation-Based Instruction on Student Understanding of Energy Conversion in Resource-Limited Classrooms","volume":43}

Check it yourself

1. The record, from the token's own metadata:

printf '%s' "$(curl -s https://scimatic.org/nft/articles/5892.json | jq -r .canonical_record)" | sha256sum

2. The hash stored on chain (contentHash(5892)):

curl -s https://rpc.scimatic.net -H 'content-type: application/json' \
  -d '{"jsonrpc":"2.0","id":1,"method":"eth_call","params":[{"to":"0x0E596B4bb924937aA35D9b342A90347ed6F05eF8","data":"0xf3e0c2900000000000000000000000000000000000000000000000000000000000001704"},"latest"]}'

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