Laboratory Experiences: An Approach to Teaching Physics

1970 ◽  
Vol 8 (6) ◽  
pp. 309-314
Author(s):  
Richard J. Mihm
Keyword(s):  
Approach To Teaching ◽  
Laboratory Experiences ◽  
Teaching Physics

PRACTICAL APPLICATION OF AN INTERDISCIPLINARY APPROACH TO TEACHING PHYSICS FOR SCHOOLCHILDREN

2020 ◽  
pp. 35-41
Author(s):  
Alexander V. Barmasov ◽  
Maria N. Bukina ◽  
Dmitry A. Lisachenko ◽  
Sofia O. Vysotskaya
Keyword(s):  
Interdisciplinary Approach ◽  
Practical Application ◽  
Approach To Teaching ◽  
Teaching Physics

scholarly journals Cooperative learning in teaching physics and art in secondary schools

2016 ◽  
Vol 14 (1) ◽  
pp. 61-78
Author(s):  
Dragana Milicevic ◽  
Ljiljana Pecic
Keyword(s):  
Cooperative Learning ◽  
Secondary Schools ◽  
Transfer Of Knowledge ◽  
Active Teaching ◽  
Research Survey ◽  
School Subjects ◽  
Approach To Teaching ◽  
Level Of Understanding ◽  
Teaching Learning ◽  
Teaching Physics

Teaching physics in primary and secondary schools is realized through classic lecturing in classes of about 30 students, individual examinations, written tests and assignments and laboratory exercises. Knowledge is transferred from teachers to students mostly in its final form, which is not motivating for students or their teachers to develop and construct knowledge actively. A good way to overcome this problem is active teaching/learning through application of cooperative form of learning, where the aim is that students study through interaction which they enter on the basis of their previous knowledge and skills and to become active creators of their knowledge. This study presents a research survey with the aim to establish effects of cooperative learning of physics and music as well as physics and art in secondary schools. The surveys we conducted show that this approach to teaching contributes to a higher level of understanding, better transfer of knowledge, better achievement and also to the inner motivation of both students and teachers. The obtained results indicate that cooperative learning can be applied to students of all ages, for all school subjects and within a large number of themes.

scholarly journals Active Learning in the Heureka Project — Teachers in the Role of Students

2017 ◽  
Vol 8 ◽  
Author(s):  
Irena Dvořáková
Keyword(s):  
Active Learning ◽  
Physics Education ◽  
Annual Conference ◽  
Learning And Teaching ◽  
Systematic Training ◽  
Approach To Teaching ◽  
Teaching Physics ◽  
Voluntary Basis

Our long-term Heureka project is based on the principle of active work in learning and teaching — both at school with students and in teacher training. Teachers in our seminars work the same way as students at schools — solving the same problems, doing the same experiments and sometimes even making the same mistakes. Our seminars provide longterm systematic training — the cycle of seminars for new participants takes ten weekends during the course of two years. That gives all participants the possibility and especially the time to change their approach to teaching physics. The character of our seminars is rather informal: the seminars are free of charge and teachers join Heureka on a voluntary basis, gaining no formal advantages or benefits at their schools. The seminars take place during weekends, with teachers staying (and sleeping) in classrooms. In the autumn of 2012, we started already the 6th seminar cycle. Over the years, we have built a network of about 150 active teachers who have the possibility to meet at various advanced seminars and at “The Heureka Workshops” annual conference. The conference regularly attracts more than 100 participants and includes international guests. We are convinced that our experience could be interesting and inspiring for other people working in physics education in different countries.

scholarly journals PROBLEM-MODULAR APPROACH TO TEACHING PHYSICS TO CADETS OF A MILITARY UNIVERSITY

2021 ◽  
pp. 75-81
Author(s):  
I.B. Nikolaeva ◽  
Keyword(s):  
Vocational Training ◽  
Professional Knowledge ◽  
Research Problem ◽  
Educational Material ◽  
Modular Approach ◽  
Competence Level ◽  
General Scientific ◽  
Approach To Teaching ◽  
Scientific Worldview ◽  
Teaching Physics

The article discusses a problem-modular approach to teaching physics to cadets of a military university. The relevance of the use of the problem-modular approach in obtaining professional knowledge, skills, mastering professional and personal competence by cadets is noted. The principles of the problem-modular approach in vocational training of cadets of a military university are highlighted: modularity, problematicity, integrativity. The tasks of the implementation of this approach in teaching have been determined. The purpose of the study is to analyze the features of the problem-modular approach in teaching physics at a military university. The research methods were analysis, generalization, systematization of the material on the research problem, the author's development of a problem-modular approach to teaching physics to cadets of a military university. It is concluded that the problem-modular approach in teaching physics to cadets of a military university at the level of the content and structure of the educational material is distinguished by integrativity, continuity, the presence of interdisciplinary connections, at the competence level, this approach is aimed at mastering both general scientific and professional knowledge and skills, the formation of a scientific worldview and professional competencies at each stage of education, the formation and development of a critical and systemic vision of the situation.

scholarly journals Interdisciplinary approach to teaching physics to students majoring in agrarian engineering and agronomy

2019 ◽  
Vol 10 (7) ◽  
pp. 645
Author(s):  
Lesia Zbaravska ◽  
Olha Chaikovska ◽  
Ruslana Semenyshena ◽  
Viktor Duhanets
Keyword(s):  
Mechanical Engineering ◽  
Professional Competence ◽  
Interdisciplinary Approach ◽  
Modern Society ◽  
Educational Process ◽  
Highly Qualified ◽  
Approach To Teaching ◽  
Physics Course ◽  
Teaching Physics ◽  
Engineering Physics

This study reports on interdisciplinary approach to teaching physics to the students majoring in agrarian and mechanical engineering. Physics plays a crucial role in mastering major disciplines by students of technical universities. Ukrainian higher education provides primarily mono-disciplinary approach to teaching academic and major subjects, so called teaching isolated disciplines. The interdisciplinary aspect of teaching physics corresponds to the requirements of modern society to educate competitive and qualified specialists in agricultural and engineering spheres. The study aims at defining the essence of interdisciplinary links between physics and major subjects, at specifying the peculiarities of job-focused physics tasks, at demonstrating the necessity of implementation the professional context in the process of studying. The paper investigates this issue by analyzing, comparing, systematizing the pedagogical literature.The study is based on monitoring and pedagogical experiment that proved the insufficient level of professional orientation of physics course. Pedagogical experiment was carried (out from 2014 to 2017). The students of State Agrarian and Engineering University in Podilya, Tavriyskiy State Agrarian University majoring in Agrarian Engineering and Agronomy and the students of Sumy National Agrarian University majoring in Agricultural mechanization took part in the survey. The sample involved 150 students. The study demonstrated such advantages of interdisciplinary approach to teaching physics through occupation-based task scenarios as student engagement and highly qualified specialists, subject interaction. The results of the experiment showed the insufficient level of professional competence of physics course. The material in this article, he patterns of physics course tasks accompanied by illustrations for students of mechanical engineering and agrarian departments, in particular, can be used in educational process.

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