- Слободяник, О.В. (orcid.org/0000-0003-3504-2684) (2019) Use of computer models during individual work of physical students Фізико-математична освіта, 4 (22). pp. 116-123. ISSN 2413-158Х
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Abstract
Formulation of the problem. The analysis of the results of external independent evaluation in recent years from the disciplines of the natural and mathematical cycle, in particular in physics, showed that the system of education needs dramatic changes. Rethinking requires not only the methodology of teaching natural sciences and mathematics, but also the means, methods and forms of teaching. The main objective of our study was to test the effectiveness of using computer models (such as Phet simulations) when working individually in physics. Materials and methods. Methods of analysis of pedagogical, methodological literature and dissertation research were used in the research process; the results of domestic and foreign experience on the use of computer models in the lessons of the disciplines of natural science were summarized. The system of individual tasks using computer models in physics was tested. Methods of comparative analysis of student performance were used. Results. Having analyzed the pedagogical experience of using computer models in the science and mathematics cycle, we can conclude that students are better able to perceive and absorb information if its presentation is enhanced by the visual picture. Dynamic computer models have been found to be useful for checking homework, explaining new and consolidating learned material, as homework, or for individual work, and play a special role during a demonstration experiment or lab. Particularly relevant are models where real physical experimentation is not possible. Examples of individual tasks are divided into three levels of difficulty. In the sequential implementation of the students learn the material gradually from the simplest to the most complex, without losing the logical chain. Performing such tasks contributes to a better assimilation of theoretical material. Attention is drawn to the fact that when performing these tasks, students first formulate a hypothesis and then test it on a computer model. Conclusions. The study found that the use of computer models as a means of teaching physics lessons and afternoons has an undeniably positive impact on the learning process and the level of students' cognitive activity. However, it is important to keep a balance between the real and the computer (virtual) experiment. The efficiency of using computer models in the individual work of physics students is proved.
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