Testimonials
“A particularly important aspect of learning physics or chemistry is to develop mental models of the science. A sim can represent expert models more explicitly than other materials, by showing things such as explicit representations of electrons, vectors, or electric fields.” (Wieman et al., 2010)
“PhET sims are research-based tools for teaching chemistry that support the development of process skills, content learning, and affective goals in a way that is free, easily accessible, and flexible.” (Moore et al., 2014)
“Clearly, the [PhET] team has thought carefully about creating resources that go beyond the basic interactive demonstration; these simulations will function as tools to stimulate learning in the life science classroom.” (Dou, 2015)
“A favorite among teachers is PhET’s free lesson-sharing database, a collection of over 2,000 PhET and user-contributed lessons and activities. Teachers can find these lessons on each sim page, or search the database by simulation, subject, grade level, type of activity, or language.” (Perkins, 2020)
"Students who used computer simulations in lieu of real equipment performed better on conceptual questions related to simple circuits, and developed a greater facility at manipulating real components." (Finkelstein et al., 2005)
“PhET’s approach to simulation design empowers educators by delivering a uniquely flexible resource—one that can be used with diverse learners, across different settings, and in a variety of ways.” (Perkins, 2020)
References:
Dou, R. (2015). PhET interactive simulations: Biology. The American Biology Teacher, 77(5), 397-397. https://doi.org/10.1525/abt.2015.77.5.13b
Finkelstein, N. D., Adams, W. K., Keller, C. J., Kohl, P. B., Perkins, K. K., Podolefsky, N. S., & LeMaster, R. (2005). When learning about the real world is better done virtually: A study of substituting computer simulations for laboratory equipment. Physical Review Special Topics. Physics Education Research, 1(1), 1–8. https://doi.org/10.1103/PhysRevSTPER.1.010103
Moore, E. B., Chamberlain, J. M., Parson, R., & Perkins, K. K. (2014). PhET interactive simulations: Transformative tools for teaching chemistry. Journal of Chemical Education, 91(8), 1191-1197. https://doi.org/10.1021/ed4005084
Perkins, K. (2020). Transforming STEM learning at scale: PhET interactive simulations. Childhood Education, 96(4), 42–49. https://doi.org/10.1080/00094056.2020.1796451
Wieman, C. E., Adams, W. K., Loeblein, P., & Perkins, K. K. (2010). Teaching physics using PhET simulations. The Physics Teacher, 48(4), 225–227. https://doi.org/10.1119/1.3361987
Dou, R. (2015). PhET interactive simulations: Biology. The American Biology Teacher, 77(5), 397-397. https://doi.org/10.1525/abt.2015.77.5.13b
Finkelstein, N. D., Adams, W. K., Keller, C. J., Kohl, P. B., Perkins, K. K., Podolefsky, N. S., & LeMaster, R. (2005). When learning about the real world is better done virtually: A study of substituting computer simulations for laboratory equipment. Physical Review Special Topics. Physics Education Research, 1(1), 1–8. https://doi.org/10.1103/PhysRevSTPER.1.010103
Moore, E. B., Chamberlain, J. M., Parson, R., & Perkins, K. K. (2014). PhET interactive simulations: Transformative tools for teaching chemistry. Journal of Chemical Education, 91(8), 1191-1197. https://doi.org/10.1021/ed4005084
Perkins, K. (2020). Transforming STEM learning at scale: PhET interactive simulations. Childhood Education, 96(4), 42–49. https://doi.org/10.1080/00094056.2020.1796451
Wieman, C. E., Adams, W. K., Loeblein, P., & Perkins, K. K. (2010). Teaching physics using PhET simulations. The Physics Teacher, 48(4), 225–227. https://doi.org/10.1119/1.3361987