Chemistry Teachers’ Perception on Implementing Dynamic Simulations in Teaching and Learning Chemical Kinetics: Kigali City Case Study

Chemistry Teachers’ Perception on Implementing Dynamic Simulations in Teaching and Learning Chemical Kinetics: Kigali City Case Study | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Chemistry Teachers’ Perception on Implementing Dynamic Simulations in Teaching and Learning Chemical Kinetics: Kigali City Case Study Theoneste Ntalindwa, Wellars Utetiwabo, Claude Karegeya, Emmanuel Gakuba, and 3 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6584862/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 10 You are reading this latest preprint version Abstract This study explores the perceptions of chemistry teachers in Kigali City regarding the use of dynamic simulations in teaching chemical kinetics. The research employed a qualitative approach, utilizing questionnaires and semi-structured interviews administered to chemistry teachers from secondary schools in Kigali City. The data collection tools focused on teachers' attitudes and perceptions toward integrating dynamic simulations into their teaching practices for chemical kinetics. The triangulation of collected data revealed that chemistry teachers recognize the potential benefits of dynamic simulations in enhancing student engagement, understanding of abstract concepts, and retention of knowledge in chemical kinetics. Many teachers (94.4%) in Kigali city are interested in incorporating dynamic simulations in their lesson preparation and delivery. Teachers appreciate the visual representation and interactive nature of simulations, which enable students to observe and manipulate kinetic parameters in real time. Similarly, 88.9% consider simulations an important tool to use in teaching, and 77.8% find simulations useful for both teachers and students. Furthermore, simulations facilitate the exploration of complex reaction mechanisms and the application of theoretical concepts to practical scenarios. The 83.3% of respondent teachers agreed that they use dynamic simulations to clarify abstract topics, such as the rate of chemical reactions. The results demonstrate that the use of dynamic simulations in teaching chemical kinetics offers substantial benefits in enhancing students’ understanding. This highlights the significance of this study in advancing the integration, design, and development of dynamic simulations for teaching and learning chemical kinetics and other chemistry concepts. education technology simulations chemistry teachers Figures Figure 1 Figure 2 1. Introduction The advancement of technology is revolutionizing the way of teaching and learning science. In this view, virtual learning tools, such as dynamic simulations, are increasingly becoming popular, especially in various scientific disciplines, such as biology, physics, and chemistry, among others (Navarro et al., 2024). Dynamic simulations appear to mainly be used to carry out highly complex and/or dangerous experiments or those that are impossible to perform in a physical laboratory (Ndihokubwayo, 2017). Moreover, they alleviate the time and effort that would be required to conduct the essential experiments compared to physical laboratories (Roschelle et al., 2000). Dynamic simulations are thus used as an alternative to physical laboratories and provide students the opportunity to interact with the science concepts they learn (Moore et al., 2013). While emphasizing the importance of utilizing computer simulations in practical aspects of teaching kinetic chemical principles, research demonstrated that simulations significantly enhance the learning experience during the teaching process. They provide students with opportunities to develop new skills and capabilities to foster a dynamic environment that optimizes interaction and interactivity within a school setting. It has been shown that students taught using computer simulations had significantly better performance and higher-order cognitive achievement in chemistry than their counterparts with the traditional lecture method at the Senior Secondary School level (Olakanmi, 2016). Employing dynamic simulations in teaching and learning science is highly beneficial for educators and learners, despite challenges such as limited adequate infrastructure, and technological skills. Thus, integrating interactive simulations into science education could enrich learning experiences and facilitate comprehension of scientific concepts among students (Ouahi et al., 2022). Frequently used software applications in teaching and learning chemical kinetics include the DynaFit software package to fit experimental data arising in chemistry (Kuzmic, 2015), COPASI for simulation and analysis of biochemical networks and their dynamics (COPASI, 2023), and KinTek software to learn chemical kinetics and rigorously fit data (KinTek Corporation., 2023). However, simulations are relatively new in Rwandan schools where few studies have been conducted to explore the usefulness of simulations in teaching and learning chemistry (Tuyizere & Yadav, 2023). The study conducted in Gicumbi District demonstrated that the integration of computer-based simulations in teaching and learning chemistry units led to significantly high average scores, increased motivation, positive attitudes, and enhanced understanding among students (Iyamuremye et al., 2023, and Nzabalirwa & Niyongabo, 2024). The study by Mukama & Byukusenge, (2023), revealed that computer simulations contribute to engaging students’ active participation in chemistry knowledge construction, and students value using Interactive Computer Simulations (ICSs) in teaching and learning chemistry. The students' perceptions regarding the use of computer simulations, actual usage, ease of use, and perceived usefulness are notably influenced by their prior technological knowledge (Batamuliza et al., 2024). Even though the importance of integration of ICT in the education system is worldwide recognized, teachers are still facing several difficulties using dynamic simulations. The challenges teachers face in integrating technology, particularly dynamic simulations, stem from limited ICT skills, inadequate resources, and misconceptions about their impact on teaching (Erdem, 2019; Ghavifekr & Rosdy, 2015; Bo et al., 2018). Rwandan teachers are unfamiliar with dynamic simulations, and no studies have explored their perceptions, particularly in the context of teaching chemical kinetics (Ouahi et al., 2022). The purpose of this study is to gather the perceptions of chemistry teachers from secondary schools in Kigali city regarding the use of dynamic simulations in teaching Chemical Kinetics. It focuses on teachers' interest in incorporating dynamic simulations into their lessons and their perceptions of the value of these simulations for teaching the aforementioned concepts. This study aims to explore teachers' views on the effectiveness and integration of dynamic simulations in teaching chemical kinetics, guided by the following research questions: To what extent do teachers feel interested in incorporating dynamic simulations into teaching chemical kinetics concepts? How do teachers perceive the effectiveness of dynamic simulations in helping students understand chemical kinetics concepts? How do teachers perceive the worthiness of dynamic simulations in teaching chemical kinetics? How do dynamic simulations contribute to enhancing the understanding and teaching of chemical kinetics at the advanced secondary school level? 2. Literature review Simulation in chemical kinetics is the process of using mathematical models and computational methods to predict the time evolution of chemical reactions by solving rate equations, reaction mechanisms, and dynamic behaviors under different conditions (Kampas et al., 2007). In this regard, in some countries, simulations and virtual laboratories have gained popularity due to their effectiveness in teaching challenging science subjects (Babateen, 2011). In this context, science simulations and virtual labs have been increasingly incorporated into educational settings as a promising method to supplement traditional hands-on laboratory practices (Testing & Teeth, 2005; Alnagrat et al., 2023). A study exploring the link between students' engagement, satisfaction, and learning styles with simulation-based learning found that participants showed high engagement and satisfaction when using simulations to learn science concepts in physics, chemistry, and biology. Moreover, their self-confidence and preferred learning styles were significant predictors of their engagement and satisfaction. As a result, simulations are regarded as an effective pedagogical tool to enhance practical experience in science education (Almasri, 2022). Virtual laboratories are proposed as a complement to physical labs, offering a solution to enhance practical experience in STEM education by allowing students to conduct experiments without constraints of time, space, or safety hazards. Integrating virtual laboratories into educational practices is seen as a crucial step in modernizing teaching methodologies and providing students with access to high-quality educational resources. Literature reports that the use of dynamic simulations in teaching and learning sciences is very useful to both students and teachers, irrespective of numerous barriers that interfere with their use in classroom activities (Bo et al., 2018). In the research conducted on teaching and learning science in Morocco, the teachers’ views reported that dynamic simulations can help students understand scientific concepts effectively, and thus enhance learning activities (Ouahi et al., 2022). The dynamic simulations help both teachers and students to visualize things that were not visible (Wieman et al., 2010). Dynamic simulations are designed for the students to achieve learning outcomes. Thus, teachers and students are encouraged to use them to explore science physical phenomena, especially those that are difficult to visualize through physical laboratory activities or those that are dangerous to physically visualize (Wieman & Perkins, 2006). Even though dynamic simulations have proven to be highly useful, research indicates that their implementation in teaching and learning science is still challenging and slow. The challenges include teacher-focused, learner-focused, situation-focused, and curriculum-focused issues, such as limited ICT skills among teachers and students, inadequate school infrastructure, restricted access to software, and insufficient technical support. To effectively use dynamic simulations in science education, researchers recommend addressing the pedagogical and technological challenges by increasing teacher training (Brenner, 2014). 3. Methodology The present section provides a detailed account of the methodology used to answer the current research questions. It covers the research design and describes participants, sampling methods, research instruments, data analysis, validity and reliability of data, and ethical considerations. 3.1. Research Design The convergent parallel design was considered appropriate for evaluating teachers' perceptions on the integration of dynamic simulations in teaching and learning chemical kinetics. Within this design, mixed-method approaches integrating both quantitative and qualitative data to provide a comprehensive understanding of the teachers' perceptions were used. This methodology provided the flexibility to incorporate numerical and textual data for depicting teachers’ perspectives on the subject (John W. Creswell, 2013). 3.2. Location of the study, Sampling, and Participants The population of the study is composed of 71 A-level secondary school science teachers from Kigali city-Rwanda (Table 1 ). The choice of the study area and participants were influenced by the research objectives, the nature of the problem, and availability of ICT facilities to be used during teaching and learning of chemical kinetic concepts in a virtual environment. Based on the principle of convenience, the study sample was selected from the population. It was made of 60 chemistry teachers from 13 secondary schools having combinations with chemistry as a major subject (Table 2 ). To respect the ethical principles, the name of schools were coded from S1 to S13, with S representing the school number. The sample size was calculated using Yamane formula for calculating sample size with finite population recommended by Usman, (2021). n = N / (1 + Ne^2) where n is the sample size, N is the population size, and e is the margin of error. then n = 71/ [1 + 71 x 0.05 2 ] = 60. Thus, the calculated sample size for our study is 60 Table 1 Population and sample size School number (S) Males Females Total of Science teachers S1 5 4 9 S2 2 0 2 S3 6 2 8 S4 6 3 9 S5 3 1 4 S6 2 2 4 S7 2 2 4 S8 4 3 7 S9 5 2 7 S10 5 4 9 S11 1 2 3 S12 1 1 2 S13 1 2 3 Total 43 28 71 From the 71 science teachers, we selected 60 teachers to respond to the designed questionnaire. Table 2 shows the number of respondents per school. Table 2 Number of selected teachers School number (S) Males Females Total of Science teachers S1 5 4 9 S2 2 0 2 S3 4 2 6 S4 3 1 4 S5 3 1 4 S6 2 2 4 S7 2 2 4 S8 4 3 7 S9 5 2 7 S10 3 2 5 S11 1 2 3 S12 1 1 2 S13 1 2 3 Total 36 24 60 3.3. Data collection instruments In this study, a questionnaire was developed and validated by education experts. The purpose of the instrument was to investigate chemistry teachers' perceptions on the usefulness and integration of dynamic simulations in teaching chemical kinetic concepts. The questionnaire comprises four main sections. The first section contains items on teachers’ perceptions on the effectiveness of dynamic simulations’ uses in teaching chemical kinetics; the second explores teachers' views on the effect of dynamic simulations on students' understanding and retention of chemical kinetics concepts; the third section highlights the worthiness of dynamic simulations in teaching chemical kinetics, and the fourth section deals with the importance of dynamic simulations in teaching chemical kinetics at the advanced secondary school level. 3.4. Data analysis The quantitative data underwent descriptive statistical analysis using Excel, and the findings were presented using bar diagrams. For the qualitative data, the analysis was conducted using the Taguette tool (Rampin & Rampin, 2021). In analysis we followed six-step: ( 1 ) familiarization, ( 2 ) coding, ( 3 ) generating themes, ( 4 ) reviewing themes, ( 5 ) defining and naming themes, and ( 6 ) writing up (Jugder, 2016). Thematic analysis was employed to identify recurring themes and patterns in the interview transcripts, and the results were presented using an interpretative approach. 3.5. Validity and Reliability The content validity of the research instruments was achieved through the experts’ reviews. To ensure data reliability, the pilot studies using the questionnaire survey and interview questions were conducted with a small group of teachers to ensure clarity and relevance. Triangulation method using multiple data sources (surveys, interviews) was used to strengthen the validity and reliability of findings. 3.6. Ethical Considerations Prior to commencing this research, ethical clearance was obtained from the Research and Ethics Screening Committee (RESC) at the University of Rwanda-College of Education (Ref: 03/DRI-CE/115(a)/EN/gi/2023). In addition, all the participants signed an informed consent ensuring they understand the study's purpose and their right to withdraw at any time. To uphold anonymity and confidentiality, participants and school names were anonymized using codes. 4. Results & Discussion In the response to the research questions, this study revealed the following themes: ( 1 ) Teachers' interest in using dynamic simulations in teaching chemical kinetics; ( 2 ) Teachers' perceptions towards dynamic simulations in teaching and learning; ( 3 ) Worthiness of dynamic simulations in teaching chemical kinetics; and ( 4 ) Improving the teaching of chemical kinetics in advanced level of secondary school. 4.1. Teachers' interest in using dynamic simulations in teaching chemical kinetics The present study explored the teachers’ interest in using dynamic simulations in teaching and learning chemical kinetics in advanced levels of secondary schools in Kigali city. The results showed that almost all teachers (94.4%) who participated in the study were interested in incorporating DS in teaching and learning chemical kinetics concepts while only 5.6% were not interested. These few teachers who did not show any interest mentioned some hindering factors such as insufficient technical skills; low accessibility to internet; and other expenses including licensing, maintenance and the system upgrade fees. Teachers' interest in using dynamic simulations (DS) in teaching chemical kinetics is often driven by the potential benefits these tools offer mainly in visualization of abstract concepts. The adoption of online DS in teaching and learning chemistry has made the comprehension of various abstract concepts easy, especially in schools with scarcity of laboratory apparatus and equipment (Herga et al., 2016). The majority of teachers who participated in this study confirmed that the dynamic simulations allow them to concretize some realities which normally appear as abstracts in the minds of students. This improves the extent to which students comprehend and internalize chemical kinetics concepts. This is in agreement with the findings of other numerous studies by Herga et al., (2016) who demonstrated the value of using online simulations in science education, highlighting their role as an interactive communication tool that allows access to various types of information, including texts, images, data, and graphics. In a similar study by Ben Ouahi et al., (2021), investigating the views of teachers on effectiveness of dynamic simulations used in teaching in Morocco, revealed that all teachers are much interested in online simulations because they are effective for both teachers and students. This concurs to the present study results where 94.4% of the participants confirmed their high interest in using dynamic simulations in teaching and learning chemical kinetics concepts. Although this study did not include students, we anticipate significant direct and indirect benefits to their learning, as simulations enable teachers to deliver chemical kinetics lessons more effectively. 4.2. Teachers' perceptions towards benefits of using dynamic simulations in teaching and learning The respondent teachers to this study view differently the benefits of using dynamic simulations (DS) in teaching and learning as demonstrated in Table 3 . Table 3 Benefits of using dynamic simulations as viewed by the respondent teachers Benefits Number of respondents Percentage (%) Enhances student engagement 47 78.3 Provides visual representation of abstract concepts 43 71.6 Help students grasp the concept faster 30 50.0 Allows for experimentation without lab equipment 40 66.6 Facilitates data analysis and interpretation 27 45.0 Allows to perform many experiments in short time 40 66.6 Encourage in-depth thinking of learners 3 5.0 Table 3 shows that a high number of teachers (78.3%) believe that the adoption of the use of dynamic simulations in their teaching and learning practices enhances student engagement. Also, 71.6% of the respondents expressed that DS could provide a visual representation of abstracted concepts if it is well designed and integrated with the existing curriculum. This is supported by one of interviewed teachers who said: I have seen firsthand how dynamic simulations capture students' interest and make learning more interactive, as they provide a hands-on, visual approach that keeps students actively involved in the learning process. In a similar way, 66.6% of the respondents reported that DSs allow the experimentation without lab equipment and minimize time spent on a given experiment, so as to conduct many experiments in a short time. This is in agreement with the research findings by Rutten et al., (2012) who stated that virtual labs, a type of dynamic simulation, enable the completion of multiple experiments within a short period. The average (50%) of chemistry teachers highlighted that using DS helps the learners to grasp the concept faster than using traditional teaching methods. This is supported by McGarr, (2021) who documented that simulations have a positive impact on the performance of the students to refine their understanding (a cognitive process essential for improving skills application) and therefore enable them to overcome certain learning difficulties. The study by Addis, (2020) suggested that simulation is a general capacity that underpins other domains of cognition, such as the perception of ongoing experience. Our results that DSs enhance students’ engagement concur with Pinote et al., (2023) who reported that computer simulations allow students to actively explore complex concepts and feel sufficiently connected to the subject matter. According to the same authors, this leads to students' deeper understanding of the concepts and their high participation in the whole learning process. Previous research has shown that dynamic simulations (DS) can effectively replace physical laboratories. Asare et al. (2023) highlighted DS as a useful alternative to traditional lab experiments. By virtually conducting experiments, DS allows users to perform different experiments and get results without necessitating a physical laboratory and its equipment or materials (Krüger et al., 2022). This makes DS ideal for schools where access to a conventional laboratory is limited. Although only 45.0% of participants reported that dynamic simulations could aid in data analysis and interpretation, numerous researchers like Rutten et al.,( 2012) stated that dynamic simulations support data analysis by enabling learners to collect, visualize, and manipulate data in real time. Likewise, only 5.0% of respondent teachers say that using DS develops in-depth thinking of learners. However, Chang et al., (2022) reported that students who learn using dynamic simulations perform better than those with traditional methods of teaching. 4.3. Worthiness of dynamic simulations in teaching chemical kinetics The current study results show that 88.8% of the respondents corroborate that dynamic simulations (DS) are very important teaching and learning tools. On this, 5.6% of chemistry teachers found DS moderately important while 5.6% reported that they are not important at all. From these testimonies of the majority of teachers, the DS tool is a worthy approach in teaching chemical kinetics (CK) because it enhances understanding of the concepts for the students via visualization, interaction and real-time feedback. This is supported by one teacher who said: I used simulations to demonstrate how molecules are moving in a gaseous phase. What I did was, I browsed a simulation and showed the students how particles are moving. I found that simulation when applied to a specific topic can enhance understanding of the concept you teach learners. In addition, the DSs link the gap between theoretical concepts and experimental observations, causing CK to be more attainable and increasing interest for students (Falloon, 2019). Another study conducted by Vandenplas et al., (2021) demonstrated that visualizations are able to describe how particles interact to produce successful chemical reactions. Through the investigation conducted during our research, 77.8% of chemistry teachers confirm that teaching chemical kinetics by using dynamic simulations tools are very helpful while 22.2% do not value their uses. These results are in agreement with the findings in a similar study by Cruz and his co-workers about chemical kinetics simulators who concluded that simulations are helpful in teaching (Cruz et al., 2020). As the majority participants explain, the DS tool plays a crucial importance in delivering chemical kinetics lessons. 4.4. Improving the teaching of chemical kinetics in advanced level of secondary school This theme illustrates the role of dynamic simulations in improving teaching and learning chemical kinetics (CK) in advanced levels of secondary schools. Figure 2 depicts that chemistry teachers confirmed to teach many chemical kinetics concepts using dynamic simulations. Many chemistry teachers (83.3%) recognized dynamic simulations, an effective tool for engaging students when teaching chemical reaction rate concepts. Additionally, 72.2% of the interviewed teachers affirmed that dynamic simulations could be utilized to explain reaction order and the temperature dependence of the rate constant. Moreover, 16.6% of teachers identified other chemical kinetics topics that could be taught using DS, including reaction equilibrium and reversibility, enzyme kinetics and catalysis, as well as chain reactions and radical kinetics. In addition, other researchers found that chemical kinetics concepts are challenging topics to teach for students due to their complexity (Chairam et al., 2015). In the interview, one teacher said: Reaction rate equations and mechanisms are difficult for most students, so I end up walking them through the procedures on the board as they copy. Their level of hands-on involvement is quite low. Laboratory work enables students to actively participate in lessons and is considered a crucial element of science education for meeting various cognitive, practical, and emotional goals (Gericke et al., 2023). This study showed that while chemical kinetics concepts are challenging for teachers to teach and students to grasp chemical kinetics concepts, dynamic simulations are effective instructional tools. Dynamic simulations simplify the understanding and visualization of complex chemical concepts, improve teaching approaches, and boost student engagement and motivation. This is consistent with previous research, which suggests that both motivation and student engagement not only facilitate the construction of new knowledge but also enhance students' comprehension of the concepts being learned at the cognitive level (Almasri, 2022). The majority of chemistry teachers (70%) involved in this study strongly supported the use of dynamic simulations in secondary school chemistry lessons. They argue that simulations enhance students' understanding of abstract concepts, such as reaction rates and molecular collisions in chemical kinetics. Many teachers have affirmed that students struggle to grasp complex concepts when studying through traditional teaching methods, as these often fail to engage students effectively. By incorporating dynamic simulations, teachers are able to create interactive learning environments that allow students to visualize and experiment with chemical processes in real-time. Hence, teachers consider dynamic simulations a valuable tool for improving conceptual understanding and increasing student involvement in chemistry classes. This is supported by a teacher who said: Through the use of interactive simulations, students can investigate chemical reactions at the molecular level, giving abstract ideas greater tangible form. This not only helps kids grasp concepts better but also inspires them to think critically and ask questions. The study by Plass et al., (2012) reported the incorporation of dynamic simulations (DS) in learning to improve students’ learning of chemistry concepts in the complex environment. Chemistry teachers agree that the use of dynamic simulations (DS) supports both teachers and students in teaching and learning chemical kinetics specifically, and chemistry in general. Thus, DS can be utilized to teach concepts or as a supplementary tool to improve student comprehension following traditional chemistry practicals. 5. Conclusion & Recommendations This study explored teachers' perceptions on the effectiveness of integrating dynamic simulations in teaching chemical kinetics. The results from both quantitative and qualitative methods indicate that dynamic simulations significantly improve students' understanding. In this regard, 77.8% of chemistry teachers that participated in this research agreed that using dynamic simulation tools to teach chemical kinetics is very beneficial as they provide visual and interactive representations of abstract concepts. Moreover, 83.3% of chemistry teachers found dynamic simulations effective for engaging students in learning the rate of chemical reactions. Despite identified challenges including limited technological skills and access to DS resources, there is a general consensus among the respondents on the value of integrating dynamic simulations as effective tools in teaching and learning chemical kinetics. Considering the positive feedback from chemistry teachers on the use of dynamic simulations (DS) in teaching chemical kinetics, it is recommended that educational institutions incorporate these tools into the curriculum to enhance student engagement and understanding. Schools should provide the necessary resources to ensure teachers have access to the required technology, promote the use of DS across a wider range of chemical kinetics topics, and regularly assess their impact on student learning outcomes. Additionally, fostering a collaborative environment for teachers to share best practices and innovations should be encouraged. This study underscores the importance of advancing the integration, design, and development of dynamic simulations for teaching chemical kinetics and other chemistry concepts. It also highlights the need for professional development programs to equip teachers with the skills required to effectively use these tools. Declarations Author Contributions: Wellars Utetiwabo: Conceptualization, Writing- original draft preparation, Supervision & Funding Acquisition. Claude Karegeya: Methodology & Writing- original draft preparation. Jean Baptiste Nkurunziza: Methodology & Writing- original draft preparation. Jean de Dieu Habiyaremye: Investigation, Writing- original draft preparation, and editing. Emmanuel Gakuba: Formal analysis & Writing- original draft preparation. Theoneste Ntalindwa: Formal analysis and investigation, software, Writing-review, and editing. Ruth Ntihabose: Resources, Writing- original draft preparation and editing. Funding: This research received no external funding. Institutional Review Board Statement: This study was conducted in accordance with the ethical principles outlined in the Declaration of University of Rwanda and was approved by the Institutional Research committee. Informed consent was obtained from all participants prior to their involvement in the study. "The study was conducted in accordance with the Declaration of the University of Rwanda and approved by the Research and Ethics Screening Committee (RESC) at the University of Rwanda - College of Education. Clinical trial number : not applicable Informed Consent Statement: Informed consent was obtained from all subjects involved in the study. Data Availability Statement: The original contributions presented in this study are included in the article/supplementary material. Further inquiries can be directed to the corresponding author. Acknowledgments: The authors received no financial support for peer review and blinded review Conflicts of Interest: The authors declare no conflicts of interest. Consent to Publish declaration : not applicable References Addis, D. R. (2020). Mental Time Travel? A Neurocognitive Model of Event Simulation. Rev.Phil.Psych. , 11 . https://doi.org/https://doi.org/10.1007/s13164-020-00470-0 Almasri, F. (2022). 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Investigating the status and barriers of science laboratory activities in rwandan teacher training colleges towards improvisation practice. Rwandan Journal of Education , 4 (1), 47–54. Nzabalirwa, W., & Niyongabo, F. (2024). Chemical Bonding in selected secondary Schools of Rwanda . 7 (4), 145–153. Olakanmi, E. E. (2016). Promoting Intrinsic and Extrinsic Motivation among Chemistry Students Using Computer-assisted Instruction. International Journal of Educational Sciences , 12 (02), 25–46. https://doi.org/10.31901/24566322.2016/12.02.07 Ouahi, M. Ben, Lamri, D., Hassouni, T., & Al Ibrahmi, E. M. (2022). Science teachers’ views on the use and effectiveness of interactive simulations in science teaching and learning. International Journal of Instruction , 15 (1), 277–292. https://doi.org/10.29333/iji.2022.15116a Pinote, D. D., Damayo, A. Q., Bulotano, A., Toring, J. H., Rose, A., Anne, D., Pinote, M., & Tinapay, A. (2023). Studying the Influence of Computer Simulation on Student Engagement : A Literature Review. International Journal of Multidisciplinary Research and Publications , 6 (2), 91–96. Studying-the-Influence-of-Computer-Simulation-on-Student-Engagement-A-Literature-Review.pdf (researchgate.net) Plano Clark, V. L. (2017). Mixed methods research. Journal of Positive Psychology , 12 (3), 305–306. https://doi.org/10.1080/17439760.2016.1262619 Plass, J. L., Milne, C., Homer, B. D., Schwartz, R. N., Hayward, E. O., Jordan, T., Verkuilen, J., Ng, F., Wang, Y., & Barrientos, J. (2012). Investigating the effectiveness of computer simulations for chemistry learning. Journal of Research in Science Teaching , 49 (3), 394–419. https://doi.org/10.1002/tea.21008 Rampin, R., & Rampin, V. (2021). Taguette: open-source qualitative data analysis. Journal of Open Source Software , 6 (68), 3522. https://doi.org/10.21105/joss.03522 Roschelle, J. M., Pea, R. D., Hoadley, C. M., Gordin, D. N., & Means, B. M. (2000). Changing how and what children learn in school with computer-based technologies. Future of Children , 10 (2), 76–97. https://doi.org/10.2307/1602690 Rutten, N., Van Joolingen, W. R., & Van Der Veen, J. T. (2012). The learning effects of computer simulations in science education. Computers and Education , 58 (1), 136–153. https://doi.org/10.1016/j.compedu.2011.07.017 Testing, N., & Teeth, B. (2005). Making Real Virtual Labs . 4 (1), 1–38. Tuyizere, G., & Yadav, L. L. (2023). Effect of interactive computer simulations on academic performance and learning motivation of Rwandan students in Atomic Physics. International Journal of Evaluation and Research in Education , 12 (1), 252–259. https://doi.org/10.11591/ijere.v12i1.23617 Usman, K. O. (2021). TARA YAMANE (1967), TARO YAMANE METHOD FOR SAMPLE SIZE CALCULATION. THE SURVEY CAUSES OF MATHEMATICS ANXIETY AMONG SECONDARY SCHOOL STUDENTS IN MINNA METROPOLIS. ABACUS: Journal of Mathematical Association of Nigeria , September , 131–139. Vandenplas, J. R., Herrington, D. G., Shrode, A. D., & Sweeder, R. D. (2021). Use of Simulations and Screencasts to Increase Student Understanding of Energy Concepts in Bonding. Journal of Chemical Education , 98 (3), 730–744. https://doi.org/10.1021/acs.jchemed.0c00470 Wieman, C. E., Adams, W. K., Loeblein, P., & Perkins, K. K. (2010). Teaching Physics Using PhET Simulations. The Physics Teacher , 48 (4), 225–227. https://doi.org/10.1119/1.3361987 Wieman, C. E., & Perkins, K. K. (2006). A powerful tool for teaching science. Nature Physics , 2 (5), 290–292. https://doi.org/10.1038/nphys283 Additional Declarations No competing interests reported. Cite Share Download PDF Status: Under Review Version 1 posted Editorial decision: Revision requested 04 Jul, 2025 Reviews received at journal 24 Jun, 2025 Reviews received at journal 08 Jun, 2025 Reviewers agreed at journal 02 Jun, 2025 Reviewers agreed at journal 31 May, 2025 Reviewers agreed at journal 30 May, 2025 Reviewers invited by journal 30 May, 2025 Editor assigned by journal 05 May, 2025 Submission checks completed at journal 05 May, 2025 First submitted to journal 03 May, 2025 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6584862","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":465420716,"identity":"d7960c1c-8166-461a-990a-61768178c0ac","order_by":0,"name":"Theoneste Ntalindwa","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA0ElEQVRIiWNgGAWjYNCCAgkGhgMMjA+IUszDwMDYwGAA1sJsQIoWBpAWNgmitNgz8B5/8MPAIo/vRvKzat49DPL8DbzP8OrlYeBLbOwxkCiWvJFmdpvnGYPhjAPsZgS08Bg28BhIJG64nQDUAgyDDQxsbDcIaWn8A9aS/q0YqMWeKC3NEFtyzJiBWhIJaznMYzhbBqhl5v03xZJzDkgkzzjMxv4Dnxb29h6Dj28q6hL7zhzf+OHNARvb/vY2AhHEjMqVwBAZBaNgFIyCUUAGAABys0GQiA/5SwAAAABJRU5ErkJggg==","orcid":"","institution":"University of Rwanda - College of Science and Technology","correspondingAuthor":true,"prefix":"","firstName":"Theoneste","middleName":"","lastName":"Ntalindwa","suffix":""},{"id":465420717,"identity":"2998be25-d7f6-4dca-a669-c92ae41933f1","order_by":1,"name":"Wellars Utetiwabo","email":"","orcid":"","institution":"University of Rwanda - College of Education","correspondingAuthor":false,"prefix":"","firstName":"Wellars","middleName":"","lastName":"Utetiwabo","suffix":""},{"id":465420719,"identity":"316207e6-ec28-40ba-b307-e0a9a88ac27a","order_by":2,"name":"Claude Karegeya","email":"","orcid":"","institution":"University of Rwanda - College of Education","correspondingAuthor":false,"prefix":"","firstName":"Claude","middleName":"","lastName":"Karegeya","suffix":""},{"id":465420720,"identity":"e8672cca-6f1d-4cf1-82cb-01c1bd0dde4f","order_by":3,"name":"Emmanuel Gakuba","email":"","orcid":"","institution":"University of Rwanda - College of Education","correspondingAuthor":false,"prefix":"","firstName":"Emmanuel","middleName":"","lastName":"Gakuba","suffix":""},{"id":465420722,"identity":"3e1d3c1e-14d5-42e0-8356-c3f914a39129","order_by":4,"name":"Jean Baptiste Nkurunziza","email":"","orcid":"","institution":"University of Rwanda - College of Education","correspondingAuthor":false,"prefix":"","firstName":"Jean","middleName":"Baptiste","lastName":"Nkurunziza","suffix":""},{"id":465420726,"identity":"bbcf26b3-35eb-4ac7-ac56-dc215219846c","order_by":5,"name":"Jean de Dieu Habiyaremye","email":"","orcid":"","institution":"University of Rwanda - College of Education","correspondingAuthor":false,"prefix":"","firstName":"Jean","middleName":"de Dieu","lastName":"Habiyaremye","suffix":""},{"id":465420728,"identity":"7831a8ad-3031-4948-856d-8a459c1d0c37","order_by":6,"name":"Ruth Ntihabose","email":"","orcid":"","institution":"University of Rwanda - College of Education","correspondingAuthor":false,"prefix":"","firstName":"Ruth","middleName":"","lastName":"Ntihabose","suffix":""}],"badges":[],"createdAt":"2025-05-03 15:23:12","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-6584862/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-6584862/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":83917526,"identity":"f62a0d9d-7ebf-448d-84e5-d484e6c41c25","added_by":"auto","created_at":"2025-06-04 13:01:34","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":143305,"visible":true,"origin":"","legend":"\u003cp\u003eConvergent parallel design (Adapted from Plano Clark, (2017).\u003c/p\u003e","description":"","filename":"1.png","url":"https://assets-eu.researchsquare.com/files/rs-6584862/v1/71352eaa7f4f070aac0c12ac.png"},{"id":83917527,"identity":"a639913f-8dcb-451b-869a-09ce0581df05","added_by":"auto","created_at":"2025-06-04 13:01:34","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":774468,"visible":true,"origin":"","legend":"\u003cp\u003eImproving the teaching of chemical kinetics in the advanced level of secondary school.\u003c/p\u003e","description":"","filename":"2.png","url":"https://assets-eu.researchsquare.com/files/rs-6584862/v1/debefb0d12e0cf6e49e3cd0d.png"},{"id":83918942,"identity":"0b987082-b020-4214-9186-7bf15fd69124","added_by":"auto","created_at":"2025-06-04 13:17:35","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1981743,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6584862/v1/b2ef9c24-db34-44f8-be86-d81b0d74eee0.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Chemistry Teachers’ Perception on Implementing Dynamic Simulations in Teaching and Learning Chemical Kinetics: Kigali City Case Study","fulltext":[{"header":"1. Introduction","content":"\u003cp\u003eThe advancement of technology is revolutionizing the way of teaching and learning science. In this view, virtual learning tools, such as dynamic simulations, are increasingly becoming popular, especially in various scientific disciplines, such as biology, physics, and chemistry, among others (Navarro et al., 2024). Dynamic simulations appear to mainly be used to carry out highly complex and/or dangerous experiments or those that are impossible to perform in a physical laboratory (Ndihokubwayo, 2017). Moreover, they alleviate the time and effort that would be required to conduct the essential experiments compared to physical laboratories (Roschelle et al., 2000). Dynamic simulations are thus used as an alternative to physical laboratories and provide students the opportunity to interact with the science concepts they learn (Moore et al., 2013).\u003c/p\u003e \u003cp\u003eWhile emphasizing the importance of utilizing computer simulations in practical aspects of teaching kinetic chemical principles, research demonstrated that simulations significantly enhance the learning experience during the teaching process. They provide students with opportunities to develop new skills and capabilities to foster a dynamic environment that optimizes interaction and interactivity within a school setting. It has been shown that students taught using computer simulations had significantly better performance and higher-order cognitive achievement in chemistry than their counterparts with the traditional lecture method at the Senior Secondary School level (Olakanmi, 2016). Employing dynamic simulations in teaching and learning science is highly beneficial for educators and learners, despite challenges such as limited adequate infrastructure, and technological skills. Thus, integrating interactive simulations into science education could enrich learning experiences and facilitate comprehension of scientific concepts among students (Ouahi et al., 2022).\u003c/p\u003e \u003cp\u003eFrequently used software applications in teaching and learning chemical kinetics include the DynaFit software package to fit experimental data arising in chemistry (Kuzmic, 2015), COPASI for simulation and analysis of biochemical networks and their dynamics (COPASI, 2023), and KinTek software to learn chemical kinetics and rigorously fit data (KinTek Corporation., 2023). However, simulations are relatively new in Rwandan schools where few studies have been conducted to explore the usefulness of simulations in teaching and learning chemistry (Tuyizere \u0026amp; Yadav, 2023). The study conducted in Gicumbi District demonstrated that the integration of computer-based simulations in teaching and learning chemistry units led to significantly high average scores, increased motivation, positive attitudes, and enhanced understanding among students (Iyamuremye et al., 2023, and Nzabalirwa \u0026amp; Niyongabo, 2024). The study by Mukama \u0026amp; Byukusenge, (2023), revealed that computer simulations contribute to engaging students’ active participation in chemistry knowledge construction, and students value using Interactive Computer Simulations (ICSs) in teaching and learning chemistry. The students' perceptions regarding the use of computer simulations, actual usage, ease of use, and perceived usefulness are notably influenced by their prior technological knowledge (Batamuliza et al., 2024).\u003c/p\u003e \u003cp\u003eEven though the importance of integration of ICT in the education system is worldwide recognized, teachers are still facing several difficulties using dynamic simulations. The challenges teachers face in integrating technology, particularly dynamic simulations, stem from limited ICT skills, inadequate resources, and misconceptions about their impact on teaching (Erdem, 2019; Ghavifekr \u0026amp; Rosdy, 2015; Bo et al., 2018).\u003c/p\u003e \u003cp\u003eRwandan teachers are unfamiliar with dynamic simulations, and no studies have explored their perceptions, particularly in the context of teaching chemical kinetics (Ouahi et al., 2022). The purpose of this study is to gather the perceptions of chemistry teachers from secondary schools in Kigali city regarding the use of dynamic simulations in teaching Chemical Kinetics. It focuses on teachers' interest in incorporating dynamic simulations into their lessons and their perceptions of the value of these simulations for teaching the aforementioned concepts. This study aims to explore teachers' views on the effectiveness and integration of dynamic simulations in teaching chemical kinetics, guided by the following research questions:\u003c/p\u003e \u003cp\u003e \u003c/p\u003e\u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eTo what extent do teachers feel interested in incorporating dynamic simulations into teaching chemical kinetics concepts?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eHow do teachers perceive the effectiveness of dynamic simulations in helping students understand chemical kinetics concepts?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eHow do teachers perceive the worthiness of dynamic simulations in teaching chemical kinetics?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eHow do dynamic simulations contribute to enhancing the understanding and teaching of chemical kinetics at the advanced secondary school level?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003cp\u003e\u003c/p\u003e "},{"header":"2. Literature review","content":"\u003cp\u003eSimulation in \u003cb\u003echemical kinetics\u003c/b\u003e is the process of using mathematical models and computational methods to predict the time evolution of chemical reactions by solving rate equations, reaction mechanisms, and dynamic behaviors under different conditions (Kampas et al., 2007). In this regard, in some countries, simulations and virtual laboratories have gained popularity due to their effectiveness in teaching challenging science subjects (Babateen, 2011). In this context, science simulations and virtual labs have been increasingly incorporated into educational settings as a promising method to supplement traditional hands-on laboratory practices (Testing \u0026amp; Teeth, 2005; Alnagrat et al., 2023). A study exploring the link between students' engagement, satisfaction, and learning styles with simulation-based learning found that participants showed high engagement and satisfaction when using simulations to learn science concepts in physics, chemistry, and biology. Moreover, their self-confidence and preferred learning styles were significant predictors of their engagement and satisfaction. As a result, simulations are regarded as an effective pedagogical tool to enhance practical experience in science education (Almasri, 2022).\u003c/p\u003e\u003cp\u003eVirtual laboratories are proposed as a complement to physical labs, offering a solution to enhance practical experience in STEM education by allowing students to conduct experiments without constraints of time, space, or safety hazards. Integrating virtual laboratories into educational practices is seen as a crucial step in modernizing teaching methodologies and providing students with access to high-quality educational resources.\u003c/p\u003e\u003cp\u003eLiterature reports that the use of dynamic simulations in teaching and learning sciences is very useful to both students and teachers, irrespective of numerous barriers that interfere with their use in classroom activities (Bo et al., 2018). In the research conducted on teaching and learning science in Morocco, the teachers’ views reported that dynamic simulations can help students understand scientific concepts effectively, and thus enhance learning activities (Ouahi et al., 2022).\u003c/p\u003e\u003cp\u003eThe dynamic simulations help both teachers and students to visualize things that were not visible (Wieman et al., 2010). Dynamic simulations are designed for the students to achieve learning outcomes. Thus, teachers and students are encouraged to use them to explore science physical phenomena, especially those that are difficult to visualize through physical laboratory activities or those that are dangerous to physically visualize (Wieman \u0026amp; Perkins, 2006).\u003c/p\u003e\u003cp\u003eEven though dynamic simulations have proven to be highly useful, research indicates that their implementation in teaching and learning science is still challenging and slow. The challenges include teacher-focused, learner-focused, situation-focused, and curriculum-focused issues, such as limited ICT skills among teachers and students, inadequate school infrastructure, restricted access to software, and insufficient technical support. To effectively use dynamic simulations in science education, researchers recommend addressing the pedagogical and technological challenges by increasing teacher training (Brenner, 2014).\u003c/p\u003e"},{"header":"3. Methodology","content":"\u003cp\u003eThe present section provides a detailed account of the methodology used to answer the current research questions. It covers the research design and describes participants, sampling methods, research instruments, data analysis, validity and reliability of data, and ethical considerations.\u003c/p\u003e \u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003e3.1. Research Design\u003c/h2\u003e \u003cp\u003eThe convergent parallel design was considered appropriate for evaluating teachers' perceptions on the integration of dynamic simulations in teaching and learning chemical kinetics. Within this design, mixed-method approaches integrating both quantitative and qualitative data to provide a comprehensive understanding of the teachers' perceptions were used. This methodology provided the flexibility to incorporate numerical and textual data for depicting teachers\u0026rsquo; perspectives on the subject (John W. Creswell, 2013).\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec4\" class=\"Section2\"\u003e \u003ch2\u003e3.2. Location of the study, Sampling, and Participants\u003c/h2\u003e \u003cp\u003eThe population of the study is composed of 71 A-level secondary school science teachers from Kigali city-Rwanda (Table \u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e). The choice of the study area and participants were influenced by the research objectives, the nature of the problem, and availability of ICT facilities to be used during teaching and learning of chemical kinetic concepts in a virtual environment. Based on the principle of convenience, the study sample was selected from the population. It was made of 60 chemistry teachers from 13 secondary schools having combinations with chemistry as a major subject (Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e). To respect the ethical principles, the name of schools were coded from S1 to S13, with S representing the school number.\u003c/p\u003e \u003cp\u003eThe sample size was calculated using Yamane formula for calculating sample size with finite population recommended by Usman, (2021).\u003c/p\u003e \u003cp\u003en\u0026thinsp;=\u0026thinsp;N / (1\u0026thinsp;+\u0026thinsp;Ne^2)\u003c/p\u003e \u003cp\u003ewhere n is the sample size, N is the population size, and e is the margin of error.\u003c/p\u003e \u003cp\u003ethen \u003cb\u003en\u0026thinsp;=\u0026thinsp;71/ [1\u0026thinsp;+\u0026thinsp;71 x 0.05\u003c/b\u003e\u003csup\u003e\u003cb\u003e2\u003c/b\u003e\u003c/sup\u003e\u003cb\u003e]\u0026thinsp;=\u0026thinsp;60.\u003c/b\u003e Thus, the calculated sample size for our study is 60\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003ePopulation and sample size\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSchool number (S)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMales\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eFemales\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eTotal of Science teachers\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eS1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eS2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eS3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eS4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eS5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eS6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eS7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eS8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eS9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eS10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eS11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eS12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eS13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eTotal\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003e43\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003e28\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e\u003cb\u003e71\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eFrom the 71 science teachers, we selected 60 teachers to respond to the designed questionnaire. Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e shows the number of respondents per school.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eNumber of selected teachers\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSchool number (S)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMales\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eFemales\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eTotal of Science teachers\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eS1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eS2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eS3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eS4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eS5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eS6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eS7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eS8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eS9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eS10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eS11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eS12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eS13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eTotal\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003e36\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003e24\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e\u003cb\u003e60\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec5\" class=\"Section2\"\u003e \u003ch2\u003e3.3. Data collection instruments\u003c/h2\u003e \u003cp\u003eIn this study, a questionnaire was developed and validated by education experts. The purpose of the instrument was to investigate chemistry teachers' perceptions on the usefulness and integration of dynamic simulations in teaching chemical kinetic concepts. The questionnaire comprises four main sections. The first section contains items on teachers\u0026rsquo; perceptions on the effectiveness of dynamic simulations\u0026rsquo; uses in teaching chemical kinetics; the second explores teachers' views on the effect of dynamic simulations on students' understanding and retention of chemical kinetics concepts; the third section highlights the worthiness of dynamic simulations in teaching chemical kinetics, and the fourth section deals with the importance of dynamic simulations in teaching chemical kinetics at the advanced secondary school level.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec6\" class=\"Section2\"\u003e \u003ch2\u003e3.4. Data analysis\u003c/h2\u003e \u003cp\u003eThe quantitative data underwent descriptive statistical analysis using Excel, and the findings were presented using bar diagrams. For the qualitative data, the analysis was conducted using the Taguette tool (Rampin \u0026amp; Rampin, 2021). In analysis we followed six-step: (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e) familiarization, (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e) coding, (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e) generating themes, (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e) reviewing themes, (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e) defining and naming themes, and (\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e) writing up (Jugder, 2016). Thematic analysis was employed to identify recurring themes and patterns in the interview transcripts, and the results were presented using an interpretative approach.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec7\" class=\"Section2\"\u003e \u003ch2\u003e3.5. Validity and Reliability\u003c/h2\u003e \u003cp\u003eThe content validity of the research instruments was achieved through the experts\u0026rsquo; reviews. To ensure data reliability, the pilot studies using the questionnaire survey and interview questions were conducted with a small group of teachers to ensure clarity and relevance. Triangulation method using multiple data sources (surveys, interviews) was used to strengthen the validity and reliability of findings.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003e3.6. Ethical Considerations\u003c/h2\u003e \u003cp\u003ePrior to commencing this research, ethical clearance was obtained from the Research and Ethics Screening Committee (RESC) at the University of Rwanda-College of Education (Ref: 03/DRI-CE/115(a)/EN/gi/2023). In addition, all the participants signed an informed consent ensuring they understand the study's purpose and their right to withdraw at any time. To uphold anonymity and confidentiality, participants and school names were anonymized using codes.\u003c/p\u003e \u003c/div\u003e"},{"header":"4. Results \u0026 Discussion","content":"\u003cp\u003eIn the response to the research questions, this study revealed the following themes: (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e) \u003cem\u003eTeachers' interest in using dynamic simulations in teaching chemical kinetics;\u003c/em\u003e (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e) \u003cem\u003eTeachers' perceptions towards dynamic simulations in teaching and learning;\u003c/em\u003e (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e) \u003cem\u003eWorthiness of dynamic simulations in teaching chemical kinetics; and\u003c/em\u003e (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e) \u003cem\u003eImproving the teaching of chemical kinetics in advanced level of secondary school.\u003c/em\u003e\u003c/p\u003e \u003cdiv id=\"Sec10\" class=\"Section2\"\u003e \u003ch2\u003e4.1. Teachers' interest in using dynamic simulations in teaching chemical kinetics\u003c/h2\u003e \u003cp\u003eThe present study explored the teachers\u0026rsquo; interest in using dynamic simulations in teaching and learning chemical kinetics in advanced levels of secondary schools in Kigali city.\u003c/p\u003e \u003cp\u003eThe results showed that almost all teachers (94.4%) who participated in the study were interested in incorporating DS in teaching and learning chemical kinetics concepts while only 5.6% were not interested. These few teachers who did not show any interest mentioned some hindering factors such as insufficient technical skills; low accessibility to internet; and other expenses including licensing, maintenance and the system upgrade fees.\u003c/p\u003e \u003cp\u003eTeachers' interest in using dynamic simulations (DS) in teaching chemical kinetics is often driven by the potential benefits these tools offer mainly in visualization of abstract concepts. The adoption of online DS in teaching and learning chemistry has made the comprehension of various abstract concepts easy, especially in schools with scarcity of laboratory apparatus and equipment (Herga et al., 2016). The majority of teachers who participated in this study confirmed that the dynamic simulations allow them to concretize some realities which normally appear as abstracts in the minds of students. This improves the extent to which students comprehend and internalize chemical kinetics concepts. This is in agreement with the findings of other numerous studies by Herga et al., (2016) who demonstrated the value of using online simulations in science education, highlighting their role as an interactive communication tool that allows access to various types of information, including texts, images, data, and graphics. In a similar study by Ben Ouahi et al., (2021), investigating the views of teachers on effectiveness of dynamic simulations used in teaching in Morocco, revealed that all teachers are much interested in online simulations because they are effective for both teachers and students. This concurs to the present study results where 94.4% of the participants confirmed their high interest in using dynamic simulations in teaching and learning chemical kinetics concepts. Although this study did not include students, we anticipate significant direct and indirect benefits to their learning, as simulations enable teachers to deliver chemical kinetics lessons more effectively.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003e4.2. Teachers' perceptions towards benefits of using dynamic simulations in teaching and learning\u003c/h2\u003e \u003cp\u003eThe respondent teachers to this study view differently the benefits of using dynamic simulations (DS) in teaching and learning as demonstrated in Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eBenefits of using dynamic simulations as viewed by the respondent teachers\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBenefits\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNumber of respondents\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePercentage (%)\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cem\u003eEnhances student engagement\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003e47\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003e78.3\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cem\u003eProvides visual representation of abstract concepts\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003e43\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003e71.6\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cem\u003eHelp students grasp the concept faster\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003e30\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003e50.0\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cem\u003eAllows for experimentation without lab equipment\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003e40\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003e66.6\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cem\u003eFacilitates data analysis and interpretation\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003e27\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003e45.0\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cem\u003eAllows to perform many experiments in short time\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003e40\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003e66.6\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cem\u003eEncourage in-depth thinking of learners\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003e3\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003e5.0\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e shows that a high number of teachers (78.3%) believe that the adoption of the use of dynamic simulations in their teaching and learning practices enhances student engagement. Also, 71.6% of the respondents expressed that DS could provide a visual representation of abstracted concepts if it is well designed and integrated with the existing curriculum. This is supported by one of interviewed teachers who said:\u003c/p\u003e \u003cp\u003e \u003cem\u003eI have seen firsthand how dynamic simulations capture students' interest and make learning more interactive, as they provide a hands-on, visual approach that keeps students actively involved in the learning process.\u003c/em\u003e \u003c/p\u003e \u003cp\u003eIn a similar way, 66.6% of the respondents reported that DSs allow the experimentation without lab equipment and minimize time spent on a given experiment, so as to conduct many experiments in a short time. This is in agreement with the research findings by Rutten et al., (2012) who stated that virtual labs, a type of dynamic simulation, enable the completion of multiple experiments within a short period. The average (50%) of chemistry teachers highlighted that using DS helps the learners to grasp the concept faster than using traditional teaching methods. This is supported by McGarr, (2021) who documented that simulations have a positive impact on the performance of the students to refine their understanding (a cognitive process essential for improving skills application) and therefore enable them to overcome certain learning difficulties. The study by Addis, (2020) suggested that simulation is a general capacity that underpins other domains of cognition, such as the perception of ongoing experience. Our results that DSs enhance students\u0026rsquo; engagement concur with Pinote et al., (2023) who reported that computer simulations allow students to actively explore complex concepts and feel sufficiently connected to the subject matter. According to the same authors, this leads to students' deeper understanding of the concepts and their high participation in the whole learning process. Previous research has shown that dynamic simulations (DS) can effectively replace physical laboratories. Asare et al. (2023) highlighted DS as a useful alternative to traditional lab experiments. By virtually conducting experiments, DS allows users to perform different experiments and get results without necessitating a physical laboratory and its equipment or materials (Kr\u0026uuml;ger et al., 2022). This makes DS ideal for schools where access to a conventional laboratory is limited.\u003c/p\u003e \u003cp\u003eAlthough only 45.0% of participants reported that dynamic simulations could aid in data analysis and interpretation, numerous researchers like Rutten et al.,( 2012) stated that dynamic simulations support data analysis by enabling learners to collect, visualize, and manipulate data in real time. Likewise, only 5.0% of respondent teachers say that using DS develops in-depth thinking of learners. However, Chang et al., (2022) reported that students who learn using dynamic simulations perform better than those with traditional methods of teaching.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec12\" class=\"Section2\"\u003e \u003ch2\u003e4.3. Worthiness of dynamic simulations in teaching chemical kinetics\u003c/h2\u003e \u003cp\u003eThe current study results show that 88.8% of the respondents corroborate that dynamic simulations (DS) are very important teaching and learning tools. On this, 5.6% of chemistry teachers found DS moderately important while 5.6% reported that they are not important at all. From these testimonies of the majority of teachers, the DS tool is a worthy approach in teaching chemical kinetics (CK) because it enhances understanding of the concepts for the students via visualization, interaction and real-time feedback.\u003c/p\u003e \u003cp\u003eThis is supported by one teacher who said:\u003c/p\u003e \u003cp\u003e \u003cem\u003eI used simulations to demonstrate how molecules are moving in a gaseous phase. What I did was, I browsed a simulation and showed the students how particles are moving. I found that simulation when applied to a specific topic can enhance understanding of the concept you teach learners.\u003c/em\u003e \u003c/p\u003e \u003cp\u003eIn addition, the DSs link the gap between theoretical concepts and experimental observations, causing CK to be more attainable and increasing interest for students (Falloon, 2019). Another study conducted by Vandenplas et al., (2021) demonstrated that visualizations are able to describe how particles interact to produce successful chemical reactions.\u003c/p\u003e \u003cp\u003eThrough the investigation conducted during our research, 77.8% of chemistry teachers confirm that teaching chemical kinetics by using dynamic simulations tools are very helpful while 22.2% do not value their uses. These results are in agreement with the findings in a similar study by Cruz and his co-workers about chemical kinetics simulators who concluded that simulations are helpful in teaching (Cruz et al., 2020). As the majority participants explain, the DS tool plays a crucial importance in delivering chemical kinetics lessons.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec13\" class=\"Section2\"\u003e \u003ch2\u003e4.4. Improving the teaching of chemical kinetics in advanced level of secondary school\u003c/h2\u003e \u003cp\u003eThis theme illustrates the role of dynamic simulations in improving teaching and learning chemical kinetics (CK) in advanced levels of secondary schools. Figure\u0026nbsp;\u003cspan refid=\"Fig2\" class=\"InternalRef\"\u003e2\u003c/span\u003e depicts that chemistry teachers confirmed to teach many chemical kinetics concepts using dynamic simulations.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eMany chemistry teachers (83.3%) recognized dynamic simulations, an effective tool for engaging students when teaching chemical reaction rate concepts. Additionally, 72.2% of the interviewed teachers affirmed that dynamic simulations could be utilized to explain reaction order and the temperature dependence of the rate constant. Moreover, 16.6% of teachers identified other chemical kinetics topics that could be taught using DS, including reaction equilibrium and reversibility, enzyme kinetics and catalysis, as well as chain reactions and radical kinetics.\u003c/p\u003e \u003cp\u003eIn addition, other researchers found that chemical kinetics concepts are challenging topics to teach for students due to their complexity (Chairam et al., 2015). In the interview, one teacher said:\u003c/p\u003e \u003cp\u003e \u003cem\u003eReaction rate equations and mechanisms are difficult for most students, so I end up walking them through the procedures on the board as they copy. Their level of hands-on involvement is quite low.\u003c/em\u003e \u003c/p\u003e \u003cp\u003eLaboratory work enables students to actively participate in lessons and is considered a crucial element of science education for meeting various cognitive, practical, and emotional goals (Gericke et al., 2023). This study showed that while chemical kinetics concepts are challenging for teachers to teach and students to grasp chemical kinetics concepts, dynamic simulations are effective instructional tools. Dynamic simulations simplify the understanding and visualization of complex chemical concepts, improve teaching approaches, and boost student engagement and motivation. This is consistent with previous research, which suggests that both motivation and student engagement not only facilitate the construction of new knowledge but also enhance students' comprehension of the concepts being learned at the cognitive level (Almasri, 2022).\u003c/p\u003e \u003cp\u003eThe majority of chemistry teachers (70%) involved in this study strongly supported the use of dynamic simulations in secondary school chemistry lessons. They argue that simulations enhance students' understanding of abstract concepts, such as reaction rates and molecular collisions in chemical kinetics. Many teachers have affirmed that students struggle to grasp complex concepts when studying through traditional teaching methods, as these often fail to engage students effectively. By incorporating dynamic simulations, teachers are able to create interactive learning environments that allow students to visualize and experiment with chemical processes in real-time. Hence, teachers consider dynamic simulations a valuable tool for improving conceptual understanding and increasing student involvement in chemistry classes.\u003c/p\u003e \u003cp\u003eThis is supported by a teacher who said:\u003c/p\u003e \u003cp\u003e \u003cem\u003eThrough the use of interactive simulations, students can investigate chemical reactions at the molecular level, giving abstract ideas greater tangible form. This not only helps kids grasp concepts better but also inspires them to think critically and ask questions.\u003c/em\u003e \u003c/p\u003e \u003cp\u003eThe study by Plass et al., (2012) reported the incorporation of dynamic simulations (DS) in learning to improve students\u0026rsquo; learning of chemistry concepts in the complex environment. Chemistry teachers agree that the use of dynamic simulations (DS) supports both teachers and students in teaching and learning chemical kinetics specifically, and chemistry in general. Thus, DS can be utilized to teach concepts or as a supplementary tool to improve student comprehension following traditional chemistry practicals.\u003c/p\u003e \u003c/div\u003e"},{"header":"5. Conclusion \u0026 Recommendations","content":"\u003cp\u003eThis study explored teachers' perceptions on the effectiveness of integrating dynamic simulations in teaching chemical kinetics. The results from both quantitative and qualitative methods indicate that dynamic simulations significantly improve students' understanding. In this regard, 77.8% of chemistry teachers that participated in this research agreed that using dynamic simulation tools to teach chemical kinetics is very beneficial as they provide visual and interactive representations of abstract concepts. Moreover, 83.3% of chemistry teachers found dynamic simulations effective for engaging students in learning the rate of chemical reactions. Despite identified challenges including limited technological skills and access to DS resources, there is a general consensus among the respondents on the value of integrating dynamic simulations as effective tools in teaching and learning chemical kinetics.\u003c/p\u003e \u003cp\u003eConsidering the positive feedback from chemistry teachers on the use of dynamic simulations (DS) in teaching chemical kinetics, it is recommended that educational institutions incorporate these tools into the curriculum to enhance student engagement and understanding. Schools should provide the necessary resources to ensure teachers have access to the required technology, promote the use of DS across a wider range of chemical kinetics topics, and regularly assess their impact on student learning outcomes. Additionally, fostering a collaborative environment for teachers to share best practices and innovations should be encouraged. This study underscores the importance of advancing the integration, design, and development of dynamic simulations for teaching chemical kinetics and other chemistry concepts. It also highlights the need for professional development programs to equip teachers with the skills required to effectively use these tools.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eAuthor Contributions:\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003eWellars Utetiwabo: Conceptualization, Writing- original draft preparation, Supervision \u0026amp; Funding Acquisition.\u003c/li\u003e\n \u003cli\u003eClaude Karegeya: Methodology \u0026amp; Writing- original draft preparation.\u003c/li\u003e\n \u003cli\u003eJean Baptiste Nkurunziza: Methodology \u0026amp; Writing- original draft preparation.\u003c/li\u003e\n \u003cli\u003eJean de Dieu Habiyaremye: Investigation, Writing- original draft preparation, and editing.\u003c/li\u003e\n \u003cli\u003eEmmanuel Gakuba: Formal analysis \u0026amp; Writing- original draft preparation.\u003c/li\u003e\n \u003cli\u003eTheoneste Ntalindwa: Formal analysis and investigation, software, Writing-review, and editing.\u003c/li\u003e\n \u003cli\u003eRuth Ntihabose: Resources, Writing- original draft preparation and editing.\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003e\u0026nbsp;\u003cstrong\u003eFunding:\u0026nbsp;\u003c/strong\u003eThis research received no external funding.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eInstitutional Review Board Statement:\u0026nbsp;\u003c/strong\u003eThis study was conducted in accordance with the ethical principles outlined in the Declaration of University of Rwanda and was approved by the Institutional Research committee. Informed consent was obtained from all participants prior to their involvement in the study. \u0026nbsp; \u0026quot;The study was conducted in accordance with the Declaration of the University of Rwanda and approved by the Research and Ethics Screening Committee (RESC) at the University of Rwanda - College of Education.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eClinical trial number\u003c/strong\u003e: not applicable\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eInformed Consent Statement:\u0026nbsp;\u003c/strong\u003eInformed consent was obtained from all subjects involved in the study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Availability Statement:\u0026nbsp;\u003c/strong\u003eThe original contributions presented in this study are included in the article/supplementary material. Further inquiries can be directed to the corresponding author.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgments:\u0026nbsp;\u003c/strong\u003eThe authors received no financial support for peer review and blinded review\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConflicts of Interest:\u0026nbsp;\u003c/strong\u003eThe authors declare no conflicts of interest.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent to Publish declaration\u003c/strong\u003e: not applicable\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAddis, D. R. (2020). Mental Time Travel? A Neurocognitive Model of Event Simulation. \u003cem\u003eRev.Phil.Psych.\u003c/em\u003e, \u003cem\u003e11\u003c/em\u003e. https://doi.org/https://doi.org/10.1007/s13164-020-00470-0\u003c/li\u003e\n\u003cli\u003eAlmasri, F. (2022). Simulations to Teach Science Subjects: Connections Among Students\u0026rsquo; Engagement, Self-Confidence, Satisfaction, and Learning Styles. \u003cem\u003eEducation and Information Technologies\u003c/em\u003e, \u003cem\u003e27\u003c/em\u003e(5), 7161\u0026ndash;7181. https://doi.org/10.1007/s10639-022-10940-w\u003c/li\u003e\n\u003cli\u003eAlnagrat Alnagrat, A. J., Che Ismail, R., \u0026amp; Syed Idrus, S. Z. (2023). The Opportunities and challenges in virtual reality for virtual laboratories. \u003cem\u003eInnovative Teaching and Learning Journal\u003c/em\u003e, \u003cem\u003e6\u003c/em\u003e(2), 73\u0026ndash;89. https://doi.org/10.11113/itlj.v6.91\u003c/li\u003e\n\u003cli\u003eAsare, S., Amoako, S. K., Biilah, D. K., \u0026amp; Apraku, T. B. 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A powerful tool for teaching science. \u003cem\u003eNature Physics\u003c/em\u003e, \u003cem\u003e2\u003c/em\u003e(5), 290\u0026ndash;292. https://doi.org/10.1038/nphys283\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"education, technology, simulations, chemistry, teachers","lastPublishedDoi":"10.21203/rs.3.rs-6584862/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6584862/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis study explores the perceptions of chemistry teachers in Kigali City regarding the use of dynamic simulations in teaching chemical kinetics. The research employed a qualitative approach, utilizing questionnaires and semi-structured interviews administered to chemistry teachers from secondary schools in Kigali City. The data collection tools focused on teachers' attitudes and perceptions toward integrating dynamic simulations into their teaching practices for chemical kinetics. The triangulation of collected data revealed that chemistry teachers recognize the potential benefits of dynamic simulations in enhancing student engagement, understanding of abstract concepts, and retention of knowledge in chemical kinetics. Many teachers (94.4%) in Kigali city are interested in incorporating dynamic simulations in their lesson preparation and delivery. Teachers appreciate the visual representation and interactive nature of simulations, which enable students to observe and manipulate kinetic parameters in real time. Similarly, 88.9% consider simulations an important tool to use in teaching, and 77.8% find simulations useful for both teachers and students. Furthermore, simulations facilitate the exploration of complex reaction mechanisms and the application of theoretical concepts to practical scenarios. The 83.3% of respondent teachers agreed that they use dynamic simulations to clarify abstract topics, such as the rate of chemical reactions. The results demonstrate that the use of dynamic simulations in teaching chemical kinetics offers substantial benefits in enhancing students\u0026rsquo; understanding. This highlights the significance of this study in advancing the integration, design, and development of dynamic simulations for teaching and learning chemical kinetics and other chemistry concepts.\u003c/p\u003e","manuscriptTitle":"Chemistry Teachers’ Perception on Implementing Dynamic Simulations in Teaching and Learning Chemical Kinetics: Kigali City Case Study","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-06-04 13:01:29","doi":"10.21203/rs.3.rs-6584862/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2025-07-04T11:33:06+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-06-25T00:48:10+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-06-08T13:22:47+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"240258560010824662707628416783494135063","date":"2025-06-02T14:30:44+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"71797405796206050792921939127726698697","date":"2025-05-31T05:38:57+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"112960657258238312572786460673999901727","date":"2025-05-30T21:25:15+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-05-30T19:07:44+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-05-05T14:15:28+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-05-05T14:14:15+00:00","index":"","fulltext":""},{"type":"submitted","content":"Discover Education","date":"2025-05-03T15:11:35+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"ec294161-e448-4ddd-9280-e33159d42806","owner":[],"postedDate":"June 4th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2025-10-06T15:38:45+00:00","versionOfRecord":[],"versionCreatedAt":"2025-06-04 13:01:29","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6584862","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6584862","identity":"rs-6584862","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}