ПЕДАГОГІЧНА ЕФЕКТИВНІСТЬ ЗАСТОСУВАННЯ МЕТОДИКИ ФІЗИЧНОГО МОДЕЛЮВАННЯ

Abstract

The physical models of the processes which are studied, play a special role in forming at students the fundamental basis knowledge. Simulation of physical phenomena and processes greatly facilitates mastering of educational material, conducting of experimental researches. However, the analysis of the educational process gives grounds to assert that the level of formation of basic knowledge and their strength in the high school do not meet the declared. Our studies have shown that in recent years there has been a significant decrease in the quality of teaching physics in institutions of general secondary education. Strength and quality of knowledge essentially depends on the level of formation of the physical model of the studied phenomenon. In connection with this, there is a need to develop a methodology for the formation of a qualitative model of the basic physical theories that are studied in the course of physics. In our study, conducted during the 2017-2019 academic years, we tested the pedagogical effectiveness of the proposed method for building strong basic knowledge based on the construction of imaginary physical models of processes and phenomena in high school students. Experimental training was conducted in general education institutions of the city of Berdiansk and Berdyansk region. In the experiment, at this stage, 86 students were enrolled. Students of the X-XI grades took part in the testing. Experimental and control groups were identified. By random sampling, a sample of 44 experimental students and 42 pupils of the control group was compiled from the students who participated in the experimental training. On the basis of the pedagogical experiment conducted by us, testing of the effectiveness of the proposed method for the formation of solid basic knowledge based on the construction of physical models of processes and phenomena in high school students leads to the conclusion that it is expedient. After all, there is a decrease of primary and secondary educational achievements of pupils by 39.5% and an increase of sufficient and high levels by 38.4%. Key words: theory and methods of teaching physics, pedagogical experiment, senior school, physical models, basic knowledge.