Date

7-21-2026

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Alex Boggs

Keywords

social constructivism, science learning, digital science simulations, teachers’ experiences, zone of proximal development

Disciplines

Education

Abstract

The purpose of this transcendental phenomenological study was to describe the shared experiences using digital science simulations as instructional tools for secondary science teachers in a large school district in southeastern Florida. Guided by Vygotsky’s social constructivist theory, which emphasizes the importance of providing support within learners’ zone of proximal development to enhance cognitive growth, this study aimed to provide a framework for understanding how teachers support students through digital simulations. The central research question focused on teachers’ experiences with digital simulations as pedagogical tools to improve science skill development. The sample consisted of 14 secondary science teachers. Data were collected through triangulated methods, including interviews, focus groups, and classroom observations, and analyzed using content analysis techniques such as epoché, coding, horizonalization, and thematic clustering to ensure all participant statements were valued equally. Composite descriptions synthesized the textural and structural data to capture the essence of participants’ experiences. Findings revealed that teachers intentionally selected simulations aligned with curriculum goals and employed scaffolded instructional strategies to support student learning. Challenges related to equity and access, limited professional development, and the need to balance digital simulations with hands-on laboratory experiences were identified. These results highlight the necessity for targeted support and multimodal instructional approaches to maximize the effectiveness of digital science simulations in diverse secondary classrooms.

Download

Included in

Education Commons

Share

COinS