DOSYMOV Yelmurat1, ESER Selda2, UALIKHAN Almagul3, POLATULY Serik4
DOI: https://doi.org/10.5281/zenodo.17318400
Google scholar:
Zenodo community: https://zenodo.org/records/17318400
Nordic_press journal:
MAQOLANI YUKLAB OLISH
SERTIFIKATNI YUKLAB OLISH
REVIEW:
General Evaluation
The article “STEM Education through PhET Modeling: A Case of Teaching Atomic Physics” presents a timely and relevant contribution to the field of STEM education and physics pedagogy. The integration of PhET interactive simulations into the teaching of atomic physics aligns with global trends in digital learning and constructivist teaching methods. The research addresses an important pedagogical challenge—enhancing students’ conceptual understanding and engagement in a subject traditionally perceived as abstract and complex.
The paper is well-structured, logically organized, and supported by relevant literature. It combines theoretical foundations with practical classroom implementation, providing both scientific and pedagogical value. The study’s originality lies in its application of the STEM approach combined with PhET modeling in the context of higher education in Kazakhstan, a perspective that is underrepresented in current international research.
Strengths
Relevance and Innovation:
The topic is highly relevant to modern educational reforms emphasizing digital transformation and STEM integration. The use of PhET simulations as a bridge between theoretical knowledge and practical experimentation is convincingly justified.Methodological Soundness:
The authors employ a clear and structured methodology, using specific PhET simulations such as Rutherford Scattering, Hydrogen Atom, Blackbody Spectrum, and Fourier: Making Waves. The inclusion of detailed examples (e.g., Wien’s Law calculation) strengthens the paper’s applied character.Clarity of Presentation:
The paper maintains academic rigor while remaining accessible to readers. Figures and simulations are well-chosen to illustrate key concepts.Practical Implications:
The findings provide valuable insights for physics educators seeking to modernize their teaching methods. The results confirm that PhET-based STEM learning enhances student motivation, critical thinking, and conceptual mastery.Weaknesses and Recommendations
Limited Quantitative Data:
While the qualitative observations are informative, the article could be strengthened by including quantitative analysis of students’ performance before and after the intervention (e.g., test results, surveys, or statistical evaluations).Insufficient Discussion of Challenges:
The article would benefit from a deeper discussion of potential barriers to implementing PhET simulations in different educational contexts, such as resource limitations or teachers’ digital literacy.Citation Expansion:
Although the literature review is comprehensive, more recent references (post-2022) could enhance the paper’s academic currency, particularly regarding AI-assisted simulations and emerging STEM education frameworks.Scientific and Practical Significance
The study makes a meaningful contribution to both educational practice and research. It demonstrates that PhET-based STEM learning is not only a motivational tool but also a scientifically grounded method for improving comprehension of abstract physical concepts. The findings have implications for curriculum design, teacher training, and educational policy—especially in countries seeking to integrate modern technology into science education.
Conclusion
This article is a well-written, methodologically solid, and pedagogically valuable contribution to the field of STEM education. Its integration of PhET simulations into atomic physics teaching offers a replicable model for other educators and researchers. With minor improvements—particularly the inclusion of quantitative evidence and broader discussion of implementation challenges—the work could serve as a strong reference for both national and international educational innovation.
Recommendation: Accept with minor revisions.
