Graphs and dynamic modeling as a motivating tool in teaching physics

BEDNÁROVÁ, Renáta, Jan VÁLEK a Petr SLÁDEK. Graphs and dynamic modeling as a motivating tool in teaching physics. In International Conference on Education & Educational Psychology. 2012. ISSN 1986-3020.

Základní údaje

Originální název

Graphs and dynamic modeling as a motivating tool in teaching physics

Autoři

BEDNÁROVÁ, Renáta, Jan VÁLEK a Petr SLÁDEK

Vydání

International Conference on Education & Educational Psychology, 2012

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Další údaje

Jazyk

angličtina

Typ výsledku

Konferenční abstrakt

Obor

50300 5.3 Education

Stát vydavatele

Česká republika

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Organizační jednotka

Pedagogická fakulta

ISSN

Klíčová slova česky

dynamické modelování, graf, ICT vzdělávání

Klíčová slova anglicky

dynamic modelling; graph; ICT learning

Příznaky

Mezinárodní význam

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Anotace

V originále

Problem Statement: The use of digital technologies contributes to increase pupils’ and students’ motivation in physics education at all levels of school education. Motivation of students is necessary especially in technical fields, where the number of candidates is rapidly decreasing. However, lack of interest often comes from misapprehension of natural phenomena and processes. Moreover, the students are not equipped with a sufficient mathematical apparatus and their knowledge is not sufficient for understanding the issue. It is applied into teaching of dynamic modeling in PHP as a supporting motivational tool. Dynamic modeling offers us a link to pedagogical, didactic and technological resources in physics education. Purpose of Study: The aim of the research test was to diagnose the problem of theoretical knowledge application into a professional practice and to propose some tool to gain better results in teaching physics. Research Methods: Our study is based on observation of pupils during the teaching of physics at elementary schools. We tested some approaches using dynamic modelling in teaching physics. All of the proposed procedures were verified in practical teaching and compared with the control group. Findings: Pupils are "computer-connected" constantly but for obtaining the theoretical knowledge in the field of technical sciences, they don’t have the needed mathematical apparatus for understanding the elemental physical phenomena. On the basis of observation during the teaching of physics and mathematics in schools it was discovered that the students are not able to sufficiently work with the graphs. Even if, they can be informed e.g. via graphs about the physical laws in the nature, they don’t have enough knowledge about that. Conclusions: The paper presents a study diagnosing some key problems in understanding physics. We consider dynamic modelling as an effective tool for understanding the functioning of real-world phenomena. Tasks created in the frame of this work are especially focused on removing typical students’ mistakes during the work with graphs. Motivational models appropriate for teaching the kinematics and dynamics are placed on the public accessible web site.