Modernization of content of physical education in gymnasium in the context of implementation of STEM-education in Ukraine

- Сіпій, Володимир Володимирович (orcid.org/0000-0003-4825-1426) (2019) Modernization of content of physical education in gymnasium in the context of implementation of STEM-education in Ukraine Нові технології навчання (92). pp. 262-267.

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Abstract

The article describes the results of a monitoring study of the modernization of the content of physical education in elementary school (gymnasium) in the context of STEM implementation in general secondary education institutions. The peculiarity of the educational space created in the institutions implementing STEM is its digitalization, which is reflected in the widespread use of digital laboratories and students' own devices in the educational process in physics. When updating curricula on a competency basis, changes in the educational space are partially taken into account and the right of the teacher to adapt the curricula independently. The use of digital measuring systems in the educational process requires updating the content of the curriculum in physics namely, from the very first lessons of physics students should be acquainted with the peculiarities of measuring using digital devices. Mobile measurement systems - smartphones, can help to acquire polytechnic knowledge. By measuring distance, movement time, instant speed, number of steps with your smartphone, you can complete a significant number of tasks using the values of physical values obtained during the measurement. The disadvantage of using smartphones as digital measurement systems is the lack of metrological calibration of sensors. It is also advisable to familiarize students with non-systematic SI units of length and volume, which are found in literary works or traditionally used in various industries, transport of European Union countries, to solve practical-oriented tasks. Modeling physical processes with the help of a computer in a laboratory experiment is a little conducive to the formation of experimental skills in students. Students should be able to work with real physical devices, collect experimental installations, use measuring instruments. Virtual laboratory work can be performed to prepare for real laboratory work in the physical office, or after its completion in order to consolidate the acquired skills and empowerment of school physical experiment.

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