Redefine Education - Joshua van Zyl

Breaking Bonds with the Textbook: Digital Simulations and visual aids as a Catalyst for Conceptual Clarity in Chemistry

Joshua van Zyl

The study underpinning this presentation investigates the impact of differentiated learning strategies — including visual aids, physical molecular models, interactive simulations, and guided digital resources — on student engagement and academic performance across various age groups.

Through a controlled assessment approach, learners across grades 5-12, will be provided with specific types of study materials and teaching approaches, after which they will complete a structured Chemistry task or test. Their results and feedback will be used to draw comparisons and identify which tools yield the most effective comprehension outcomes.

This research aims to highlight how blending traditional teaching with modern, tactile, and tech-based strategies can redefine how we approach science education in classrooms.

The ultimate goal is to identify and share scalable, student-centered approaches that make Chemistry more accessible, memorable, and meaningful — especially in preparation for a skills-driven, inquiry-based future.

*Please bring your laptop or tablet along to this session.

Joshua began his journey at Hoërskool Waterkloof in Pretoria, where he discovered a passion for science, thanks to the guidance of a dedicated teacher. Following his schooling, he established a private tutoring practice, which allowed him to further develop his teaching skills. He earned a Bachelor of Science in Chemistry from the University of Pretoria, specialising in Biochemistry. Parts of chemistry he enjoys most is organic chemistry and quantum chemistry. Shortly after graduating, he commenced his teaching career at Langenhoven High School in Pretoria, a role that deepened his love for education and his commitment to inspiring future scientists. During this time, he also completed a Postgraduate Certificate in Education (PGCE) from Stadio University.Since joining Redhill School, he has been a part of the International Baccalaureate (IB) programme, where he currently serves as the Chemistry IB teacher. His philosophy on education is centred around the belief that true learning happens when students are encouraged to think critically, embrace curiosity, and develop a passion for lifelong discovery. He firmly believes that education should not only impart knowledge but also empower students to become thoughtful, inquisitive individuals who can positively impact the world. Being a part of the IB programme is a true honour and privilege for him and it is especially fulfilling to play a role in shaping the minds of the future.