Examples and Rationale

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I've used applets to help teach a couple of chemistry concepts.  My favourite example is using the "Build an Atom" to teach how electrons, protons and electrons interact to affect the characteristics of an atom.  The applet allows students to add components to the atom and observe how important properties like the atomic mass, number and overall charge change.  This particular applet includes a quiz allowing students to assess their learning.

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I've also used applets to demonstrate how temperature affects the movement speed of molecules in particle theory and to demonstrate the relationship of temperature volume and pressure in Boyle's Law.  The applets are flexible to use.  They can be projected from a teachers computer, or students with their own devices can work individually or in groups.

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Using PhET based applets is an effective way to promote constructivism and inquiry based leaning in the classroom.  It allowing students to work together to investigate concepts and create their develop their own knowledge in a manner similar to experts.  A research survey interviewing 250 students using PhET to learn physics concepts suggested they are best used with minimal introductory instruction:

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We’ve found, through extensive simulation interviews, that exploration of the simulations under no guidance or with driving questions promotes students to explore the simulations where they gain physical insight into the phenomena via their own questioning. (Adams, Paulson and Wieman, 2009). 

 

The level of guidance would depend upon student level and experience with inquiry based learning.  It also important for teachers to assess students during and after using the applet to ensure all important curriculum concepts have been understood.  The applets are able to be translated potentially making them accessible to the preferred language of ELL students.

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The PhET applets represent a modification level technology that transforms learning by allowing significant redesign of how lessons are conducted (Puentedura, 2013).  It allows instructors to teach a broad spectrum of concepts with open ended questions and allow student to learn through exploration and experimentation.