摘要：AbstractAlthough light is an everyday phenomenon that we constantly observe, numerous research studies have reported that students display learning difficulties and hold unscientific conceptions about light waves. This paper presents the effects of using a simulation-based inquiry teaching method with a dual-situated learning model (DSLM) on Grade 10 students’ conceptual understanding of light refraction. The results showed that their conceptual scores for pre- test, post-test and a retention test were significantly different and they gained a better conceptual understanding after attending the simulation class. The findings suggests that this method could be used to help students learn science concepts in a more meaningful and understandable way.
