Disciplinary and Interdisciplinary Science Education Research, (DISER), Volume 8; article #5 (2026).
This study examined how combining teacher guidance with built-in supports in simulations affects student learning. In two Soweto high schools, students who had both teacher support and simulation-based scaffolding learned more about chemical and physical changes than those who only used the simulations. Both groups improved, but the added teacher support made a clear difference. The takeaway: combining teacher guidance with well-designed digital tools can boost learning—even in schools with limited resources—and has important implications for science education globally.
For access to the article, go to: https://link.springer.com/article/10.1186/s43031-025-00142-y
*This article is open access
