Empowering chemistry and physics teachers’ pedagogical knowledge through computer based simulations integrated with predict-observe-explain approach

Chemistry and Physics teaching in Rwanda’s lower secondary schools is constrained by limited resources and conventional instructional approaches that may limit students’ engagement and understanding of scientific concepts. This study examined the effects of integrating Computer-Based Simulations (CBS) combined with Predict Observe Explain (POE) approach on teachers’ pedagogical practices. The study involved 40 Chemistry and Physics teachers purposively selected from public schools across 10 districts. Quantitative data were collected through surveys, lesson-plan analysis, and classroom observations, while qualitative data were obtained through semi-structured interviews. Quantitative data were analyzed descriptively and qualitatively through thematic analysis. The results showed that regular use of simulations increased from 7.5% to 18.7%, furthermore, classroom observations indicated substantial improvements in content delivery (55.1% to 81.3%) and lesson design and implementation (52.5% to 78.1%). Classroom culture also improved significantly (p < 0.05; d = 0.47), while lesson-planning scores increased from 70.5% to 81.3% (p < 0.05; d = 0.28). Interview findings further indicated increased student participation and engagement. Thus, integrating CBS with the POE approach strengthen teachers’ pedagogical practices and support more interactive science instruction. The study recommends sustained professional development in technology-enhanced pedagogies to strengthen science teaching in resource-constrained contexts.