THE DIDACTIC POTENTIAL OF 3D MODELING TECHNOLOGIES IN SIMULATING PHYSICAL PHENOMENA

Abstract

The purpose of this study is to explore the didactic potential of three-dimensional (3D) modelling technologies when used in the simulation of physical phenomena within the teaching of physics. Traditional physics education frequently relies upon static representations – textbooks, chalk-board drawings, and two-dimensional diagrams – which often fail to adequately convey the dynamic, spatial and multi-variable nature of many physics concepts. By contrast, 3D modelling and simulation environments offer students immersive, manipulable, interactive models of physical systems, enabling deeper conceptual understanding, stronger engagement, and improved problem-solving performance. Drawing on current research in science education and physics education technology, this article analyses the cognitive, motivational and procedural advantages of 3D modelling in physics instruction; identifies key design principles for effective implementation of 3D simulation laboratories; discusses challenges and limitations (such as technological infrastructure, teacher training and cognitive overload); and proposes a framework for integrating 3D-modelling-based simulation tasks into physics curricula – especially in the context of preparing students for olympiad-level problem solving. The study concludes that 3D modelling technologies have substantial didactic affordances that, when thoughtfully embedded in physics instruction, can transform how students visualise, experiment with and reason about physical phenomena.