USЕ OF ЕDUCATIONAL PHOTOGRAPHS IN TEACHING PHYSICS IN SECONDARY SCHOOL

2020 ◽  
Vol 11 (1) ◽  
pp. 204-208
Author(s):  
Hristina Petrova ◽  
Keyword(s):  
Secondary School ◽  
Digital Photography ◽  
Visual Aids ◽  
Technical Application ◽  
Educational Experiment ◽  
Demonstration Experiment ◽  
Physical Objects ◽  
Problematic Situations ◽  
Independent Work ◽  
Teaching Physics

Physical objects, phenomena, laws and theories are studied in high school physics. They can be presented through various visual aids such as experiments, diagrams, graphics, photographs, videos and more. Our focus is on educational photographs as a means of visualizing physical objects and phenomena. Educational photographs’ merits are presented. They can be used in all types of physics lessons. For example, lessons for new knowledge or solving problems, laboratory or seminar lesson. Important didactic functions that they perform are considered such as illustrating of physical objects, technical application of studied laws and phenomena, solving problems during the lesson or for independent work and creating problematic situations. The emphasis is on the so-called photo tasks, which solution can be realized with the help of an interactive whiteboard. The use of digital photography in physical educational experiment is also considered. A model of the activity of the teacher and the students in conducting physics laboratory work is proposed. A methodology for using digital photography in physics demonstration experiment is presented.

MODELING USING PHET SIMULATIONS IN TEACHING PHYSICS AT SECONDARY SCHOOL

2020 ◽  
Vol 11 (1) ◽  
pp. 199-203
Author(s):  
Hristina Petrova ◽  
Keyword(s):  
Secondary School ◽  
Group Work ◽  
Physics Education ◽  
Teaching And Learning ◽  
Education Technology ◽  
Cognitive Activity ◽  
Student Group ◽  
Knowledge And Skills ◽  
Demonstration Experiment ◽  
Teaching Physics

A particularly important aspect of learning physics is using models of physical objects, processes and phenomena. Modeling is an important component of learning and cognitive activity. This determines its importance for the formation and development of students’ knowledge and skills. The Physics Education Technology (PhET) project creates useful simulations for teaching and learning physics and makes them freely available on the PhET web site: http://phet.colorado.edu The simulations are interactive, animated and visual. Some ideas for their using in physics education are presented. They can be used in various of ways, including demonstration experiment as part of lecture, student group work or individual worksheets, homework assignments or labs. The possibility for using simulations in remote education is considered. Students are given interactive assignments. They include interactive problems in the form of computer simulation and questions related to it. The students work with data which they analyze and present tabular and graphically. This approach suggest activities based on enquiry. In result their motivation and interest in physics increases.

scholarly journals DESIGN AND IMPLEMENTATION OF THE INDIVIDUAL EDUCATIONAL TRAJECTORY OF SECONDARY SCHOOL STUDENTS AS A MEANS OF DEVELOPING CONNECTED SPEECH IN REMOTE LEARNING

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
M.V RYBAKOVA ◽  
Keyword(s):  
Secondary School ◽  
Educational Process ◽  
School Students ◽  
Educational Processes ◽  
Learning Conditions ◽  
New Material ◽  
Differentiated Learning ◽  
The Individual ◽  
Independent Work ◽  
Remote Learning

The article is devoted to the study of the development of educational processes of a student through an individual educational trajectory in remote learning conditions. On the basis of an individual educational trajectory, the teacher can present the level of readiness of children to perceive specific educational material in remote learning conditions; foresee difficulties in assimilating new material and performing differentiated tasks in remote learning conditions; analyze the effectiveness of individual and differentiated learning, and students will be able to analyze and evaluate the ways and results of their own independent work in remote learning conditions. The work presents one of the promising problems of modern pedagogy: what are the pedagogical conditions for implementing the individual educational trajectory of a student as a means of developing his skills in coherent speech. One of the tasks of research in this area will be the task of developing, theoretically substantiating and testing in experimental work pedagogical conditions that ensure the effectiveness of the individual educational trajectory of the student in remote learning as a means of developing coherent speech. The author of the article believes that the development of speech activities of schoolchildren in remote learning conditions will be more effective if their individual educational trajectory is implemented taking into account an individualized and differentiated model of stimulating speech activities, as well as a set of general and specific pedagogical conditions for organizing the educational process

scholarly journals CITY COMPETITION OF CREATIVE WORKS ON IMPROVEMENT OF PHYSICAL DEMONSTRATION EXPERIMENT AS A FORM OF INVOLVEMENT OF STUDENT YOUTH IN INNOVATIVE ACTIVITY

2020 ◽  
pp. 55-64
Author(s):  
Andrey Andreev ◽  
Natalia Tikhonskaya
Keyword(s):  
Academic Success ◽  
Secondary Education ◽  
Extracurricular Activities ◽  
Professional Training ◽  
Educational Process ◽  
Student Work ◽  
Demonstration Experiment ◽  
National University ◽  
Criteria For Evaluation ◽  
Teaching Physics

The article considers the problem of involving students in innovative activities in the process of teaching physics. The methodical features of conducting city competition of creative works (the author's form of extracurricular activities of students in teaching physics) on improvement of the physical demonstration experiment are presented and considered. The purpose and conditions of the competition, the directions in which the evaluation of student works is carried out, the criteria for evaluation of works are described. The principal features of this physical and technical creative competition, in contrast to others, are that all interested students of grades 7-11 can become participants, regardless of the level of academic success; Criteria for evaluating student work are, first of all, the degree of development of student creativity (from the ability to only materialize the teacher's idea to the independent formulation of the idea, determining the conditions of the problem and its solution), novelty and degree of scientificity. In addition, it is stated that a special educational competition is the educational environment, which is characterized by humanity and tolerance, while minimizing opportunities for competition between participants from the same class or school. It is due to the observance of these positions that the city competition of creative works demonstrates its high rating among such events and proves its effectiveness from the standpoint of developing students' creative ability during 2010-2020. It is substantiated that the competition proposed and introduced in the educational process of physics in Zaporizhzhia not only plays an important role in activating students’ creative activity in teaching physics, but also is an effective organizational form of professional training of students majoring in 014 Secondary education 014.08 Secondary education (Physics) at Zaporizhia National University. Students, who are future teachers of physics, take an active part in this mass event both as student leaders (consultants) and as organizers of the competition.

scholarly journals Teachers' and students' views on using augmented reality environments in physics education: 11th grade magnetism topic example

2014 ◽  
Vol 4 (1) ◽  
pp. 59-74 ◽  
Author(s):  
Mustafa Serkan Abdüsselam
Keyword(s):  
Augmented Reality ◽  
Secondary School ◽  
Physics Education ◽  
Focus Group Interview ◽  
Structured Interview ◽  
Interview Technique ◽  
Teachers And Students ◽  
Teaching Physics ◽  
The Magnetic Field ◽  
11Th Grade

The aim of this study was to evaluate the opinions of students in learning physics and physics teachers in teaching physics during using augmented reality environments. In this study, focus group interview technique was used as a qualitative research technique. Semi-structured interview technique was used as a method of data collection. This study was executed with three physic teachers and 8 students of a secondary school at Trabzon in 2010-2011 school years. As a result, using augmented reality in teaching magnetism has benefits on behalf of the magnetic field by providing the visualization. In learning side, it helps the student for better understanding the events of the environment and make able to have more better realistic application. Through the obtained results, it is suggested that augmented reality should be used in other subjects of science which are difficult to comprehend.

Sign in / Sign up

Export Citation Format

Share Document