Virtual Microscopic Simulation (VMS) to promote students’ conceptual change: A case study of heat transfer

Computer simulation is a computer program that contains a specific system model (either factual or theoretical) and that can be executed, after execution of the output can be analyzed (Brey, 2008). Computer simulations typically model abstract concepts and involve mathematical models. Computer simulations have become an important part of mathematical modeling and natural systems, social systems, and technological systems. Simulation modeling is usually done with the aim of visual modeling that becomes more realistic and realistic. Benefits of simulation are to make the abstract system into a concrete system, or a graphical representation of the abstract system. The microscopic phenomenon is the event of an unobserved state (abstract) and occurs in the very small matter (micro) (Mainwood, 2006). Microscopic examples in physics are the size of microstructural particles in water and the movement of water particles that cannot be observed by the sense of sight.

Simulation-based learning is computer-based learning; where students gradually understand the original concepts they have then demonstrated, leading to changes in their original concepts (de Jong and van Joolingen, 1998). Physics simulation experiments overcome the drawbacks of traditional physics teaching and promote reforming the methods of physics classroom teaching under the new curriculum ideas (Li, 2009).

Simulation aims to increase the potential of teachers in learning and to facilitate learners actively involved. Computer simulations have wide a range of opportunities for concept modeling and process. Simulation also provides a bridge between the knowledge of students before and after learning of physics and to help learners develop the scientific understanding through active reformulation and to decrease misconceptions or to provide conceptual change (Samsudin, et al, 2016).