Exploring How the Timing of Computer Simulations Shapes Students’ Conceptual Understanding of Newton’s Second Law of Motion

Students often struggle to develop a conceptual understanding of Newton’s Second Law while also mastering its mathematical applications. This study examined how placing computer simulations before or after teacher instruction was associated with students’ conceptual and computational approaches. Fourteen secondary students from a bilingual private school in Mount Lebanon were stratified by grade point average and gender and randomly assigned to two groups. Group A received teacher instruction before completing PhET simulation activities, whereas Group B explored the simulations before instruction. The sequence remained consistent across projectile motion and motion on an inclined plane. A qualitatively driven, randomized comparative intervention design was used, drawing on classroom observations, two open-ended tests, and semi-structured interviews. Group B generated more questions about variable relationships, physical meanings, and real-world applications, whereas Group A focused more often on equations, procedures, and calculation accuracy. Written responses showed a similar pattern: Group B used more conceptual and partially conceptual reasoning, while Group A produced more computational responses and more fully correct solutions. In immediate post-unit interviews, Group B participants recalled exploratory processes and variable relationships, whereas Group A participants emphasized formulas and solution procedures. Within this small, context-specific sample, simulation before instruction was associated with conceptual exploration, while simulation after instruction was associated with computational consolidation. Because the study involved one school, guided activities, and no delayed assessment, the findings should be interpreted as preliminary and transferable only with caution. The study also offers practical recommendations for integrating computer simulations into physics lessons.