Student’s Development for Practical and Laboratory Skills During Experimentation (original) (raw)

The impact of experiments in physics lessons – “Why, when, how often?”

DIDFYZ 2019: Formation of the Natural Science Image of the World in the 21st Century, 2019

Practical activities are an essential component of science teaching and learning. Nowadays the majority of school laboratories is well equipped with experimental devices and computer based experiment systems (Vernier, Pasco). The key question of our research is, whether using all this equipment make teaching physics more effective. The aim of the paper is to discuss the efficiency of laboratory work and experiments provided by teachers so as by learners at various types of schools. What strategies within the use of experiments we need to develop or enrich students´ scientific knowledge? Examples how to design learning outcomes of hands on experiments so as computer based experiments in the content of school curricula will be presented. 1. INTRODUCTION Nowadays the quality of teaching natural sciences, especially physics, is at the very edge of public interest. Examining the current trends in education we can conclude that the holder of the first place is the STEM concept-a combination of natural sciences, mathematics, and techniques. According to this concept, an integral part of education is students' preparation for their employment on the labor market, especially in the professions linked with technology. Following from that, there is also an increased emphasis put on the practical activities of students during teaching hours, in our case, in teaching physics. Therefore, we consider physical experiment being a critical educational tool. The importance of experiments in physics is discussed in domestic and foreign literature. Students' practical activities are also related to the results of PISA and TIMSS international surveys considering students' success in solving individual types of problems. 1 Curricular Documents in the Czech Republic-The Framework Educational Programs state the general requirements for students in the field of practical activities. In the Framework for secondary schools, for the educational area called "Man and Nature" is stated: "to lead students for carrying out systematic and objective observations, measurements and experiments (particular of a laboratory character) according to their own or a team plan or project, for elaborating an interpretation of the acquired data and finding connections between them; for using modern technology resources during the cognitive activity of Science". If we have a look at the expected students' outputs we can see that only in the topic "Physical quantities and their measurements" it is explicitly stated that "a student measures the selected physical quantities by the appropriate methods, elaborates and evaluates the results of the measurements." Similarly, students' competences are also characterized in the case of the Framework for grammar schools. 2 Research on nature and activities of such educational disciplines of the "Man and Nature" educational field as Physics, Chemistry, Biology, and Geography enable students to understand the laws of natural processes more deeply, and thus to recognize the usefulness of science and its application in practical life. It should be emphasized that, studying nature through specific cognitive methods, students could also acquire important skills. It is above all to develop skills systematically, observe, make experiments and measure objectively and thoroughly, create and verify hypotheses on the nature of the observed natural phenomena, analyze the results of this verification, and draw conclusions basing on them. Students learn to study the causes of natural processes, their contexts and relationships

Experiments as a basis of informal in-service training of Czech physics teachers

DIDFYZ 2019: Formation of the Natural Science Image of the World in the 21st Century, 2019

Experiments perform a number of functions in physics teaching-from a fun add-on of a very formal learning style to the cornerstone of a teaching method. A method of acquiring physical knowledge by using experiments, problem solving, tasks, etc. is a basic approach of teaching physics according to the Heureka (in English "Eureka") project. Students are guided to analyse and solve scientific issues whereby they discover inquire new physical principles. The experiments are the main part of the work with the teachers, both in the long-term activities organized for the new participants of the Heureka project, and also in the workshops of the regional centres for physics teachers organized by Elixir to Schools. In this paper we will inform about our experience of working with teachers. The teachers' feedback to the project will be presented as a part of the study.

Effective Teaching of Physics and Scientific Method

Tem Journal , 2012

Teaching science in modern society shows a lack of efficiency, as well as the discrepancy between goals and the quantum and quality of students' knowledge. Teaching physics in elementary and grammar schools in Serbia is also inefficient. The problem is solved by introducing modern teaching methods, especially the scientific method. Then teaching is not oriented to content, whose adoption allows the student to cope in the same or similar situations, but the method of their application in an unfamiliar situation allows the student to solve the problem. School classes fulfill their mission of quality preparation of students for further education, application of knowledge in the world of work or in everyday problem situations.

Learning how to teach experiments in the school physics laboratory

Journal of Physics: Conference Series, 2019

The focus of this research is in the broader area of physics teacher education. The aim is to investigate physics teachers’ efforts to learn how to teach and assess experiments, and in particular, concepts related to scientific evidence in the school physics laboratory. The study has looked at the participants as both learners and prospective teachers. It has taken place within the context of the course “Secondary Science Lab Applications” within a pre-service teacher education program in a Department of Secondary Science and Mathematics Education. Twenty-four students participated. The participants: a) revised the main concepts related to scientific practices (in particular, experimental validity and reliability of measurement), b) developed lesson plans, teaching and assessment methods and, c) taught school physics experiments. Interviews were conducted with the participants during their preparation for teaching and after teaching. They were observed when teaching and all classes ...

PHYSICS LEARNING FOR NON-PHYSICAL SPECIALISTS IN HIGH PHYSICS LEARNING FOR NON-PHYSICAL SPECIALISTS IN HIGH SCHOOL SYSTEM SCHOOL SYSTEM

This article is devoted to the learning process of physics for non-physics specialists in high schools. When training specialists studying in the relevant specialties of higher professional education, the university has the right to use the specified structure, content and procedure for implementing a cycle of general mathematical and natural science disciplines, changing the depth of elaboration of individual sections of the programs. This can lead to a redistribution of educational material between lectures, seminars and laboratory workers, a change in their nature and focus

Physics Experiments Planned by The Students Themselves - Higher Secondary Education

Proceedings INNODOCT/18. International Conference on Innovation, Documentation and Education

More than 15 years ago we started to implement in our physics curriculum for 17 years old pupils physics experiments planned by students themselves. Each student must learn, how to prepare and perform physics experiment. The leading idea of this endeavor is “student must do, what she/he wants, at least sometimes”. As a most problematic part of this task is, as has been proved, to teach students to formulate a problem - a question, which can be answered by an experiment and also to formulate a hypothesis, a prediction based on the previous knowledge or based on the information gathered from secondary sources. As important we also see the connection of planning experiments to the goals and aims of science education and sensibility of it from the view of pupils and their parents. Planning experiments by students themselves is a task involving a manifold cluster of means of knowledge gathering and utilization. As generally in creativity, the crucial role has memory. The student applies ...