Motivational effectiveness of experiments in physics education

TRNA, Josef and Petr NOVÁK. Motivational effectiveness of experiments in physics education. Online. In W. Kaminski, M. Michelini. GIREP-ICPE-MPTL 2010. Teaching and Learning Physics Today: Challenges? Benefits? Udine, Italy: University of Udine, 2014, p. 409-417. ISBN 978-88-97311-32-4.

Basic information

• Original name: Motivational effectiveness of experiments in physics education
• Name in Czech: Motivační efektivita experimentů ve fyzikálním vzdělávání
• Authors: TRNA, Josef (203 Czech Republic, guarantor, belonging to the institution) and Petr NOVÁK (203 Czech Republic, belonging to the institution).
• Edition: Udine, Italy, GIREP-ICPE-MPTL 2010. Teaching and Learning Physics Today: Challenges? Benefits? p. 409-417, 9 pp. 2014.
• Publisher: University of Udine

Other information

• Original language: English
• Type of outcome: Proceedings paper
• Field of Study: 50300 5.3 Education
• Country of publisher: Italy
• Confidentiality degree: is not subject to a state or trade secret
• Publication form: electronic version available online
• WWW: URL
• RIV identification code: RIV/00216224:14410/14:00078855
• Organization unit: Faculty of Education
• ISBN: 978-88-97311-32-4
• Keywords (in Czech): motivace; efektivita; fyzikální vzdělávání
• Keywords in English: motivation; effectiveness; experiments; physics education
• Tags: International impact, Reviewed

Abstract

The study verifies the authenticity of motivational significance of experiments in physics and in science education. Our research findings illustrate the fact, that experiments used by physics teachers are not always appropriate and sufficient for development of students’ physics knowledge and skills. We used the method of video-study. These educational applications of physics school experiments can support ungifted students and can help to identify and to develop students gifted in physics.

Abstract (in Czech)

Studie prezentuje význam motivační role experimentu ve fyzikálním a přírodovědném vzdělávání. Naše výzkumná zjištění ilustrují skutečnost, že experimenty užité učitely fyziky nejsou vždy adekvátně aplikovány. Pro rozvoj jejich vědomostí a dovedností. Aplikace fyzikálních školních experimentů může podporovat nenadané i nadané žáky ve fyzice.