PhET Virtual Simulations with Traditional Learning Tools in Science Teaching: Voices from Chemistry Teachers

This study explored chemistry teachers’ lived experiences in integrating PhET virtual simulations with traditional instructional tools to enhance students’ critical thinking skills in STEM education. Guided by a qualitative phenomenological research design, the study examined how teachers implemented simulation-based instruction within authentic classroom contexts and how such integration influenced instructional practices and student engagement. The participants consisted of seven STEM teachers from the Division of Naga City who had experience teaching General Chemistry and using PhET simulations for at least six months. Purposive sampling was employed to ensure that participants possessed relevant instructional experiences related to the phenomenon under investigation. Data were collected through semi-structured interviews, classroom observations, and document analysis of lesson plans and instructional materials. The gathered data were analyzed using thematic analysis following Braun and Clarke’s (2019) framework, with triangulation employed to strengthen the credibility and trustworthiness of the findings. The analysis generated five major themes: (1) PhET simulations foster analytical and critical thinking skills; (2) understanding is enhanced through the integration of virtual and traditional instructional tools; (3) virtual and traditional methods are complementary instructional approaches; (4) implementation is constrained by technical and resource limitations; and (5) combined instructional methods improve student engagement and learning outcomes. Teachers reported that simulations enabled students to predict outcomes, manipulate variables, justify findings, and engage in inquiry-based reasoning. Classroom observations further revealed increased student participation, collaborative discussions, and deeper conceptual understanding when simulations were integrated with guided questioning, printed materials, and hands-on activities. Despite challenges involving limited devices, unstable internet connectivity, and time constraints, teachers demonstrated adaptability by employing collaborative learning strategies and contextualized instructional adjustments. The findings emphasized that effective technology integration requires intentional pedagogical planning, contextual responsiveness, and balanced use of digital and traditional teaching approaches to promote meaningful learning and higher-order thinking skills in chemistry education.