ВПРОВАДЖЕННЯ GOOGLE ФОРМ ТА КОМП’ЮТЕРНИХ МОДЕЛЕЙ В ОСВІТНІЙ ПРОЦЕС З ФІЗИКИ У ПЕДАГОГІЧНОМУ КОЛЕДЖІ

Abstract

The article is devoted to the features of using Google Forms and computer models, in particular PhET simulations, in Phisics educational process in the pedagogical college. The metodical recomandations are provided increasing the independence of students’ performing tasks to improve knowledge and implement objective control of their educational achievements. The methods of students’ feedback with a teacher in distance learning are considered. Google Forms in the pedagogical college are used for polling, questionnaires, creating tests of different complexity levels, worksheets for conducting thematic control, answer forms for organizing laboratory works. The web application has the ability to create test tasks of different types: 1) by choosing one correct answer from the list; 2) multiple choice, when a student chooses several answers from the options offered to him; 3) tasks to establish compliance or consistency; 4) short answers; 5) a scale where the answer options are presented in the form of the numerical interval; 6) pasted answers as a text line; 7) essay is a text in which the student describes his point of view on the problem under consideration; 8) file upload is a type of task that allows students to download materials from their electronic device. Evaluation of the performed work can be made both automatically and after a teacher’s checking, who can leave his comments for each completed task. Answer forms are sent to the email address. Particular attention is paid to the individual work of students with ussing of computer models. For example, a laboratory work based on PhET simulation on the topic «Determination of the spring stiffness» is proposed. It is indicated that computer simulations contribute to activation of cognitive research interest of students and partially compensate the lack of equipment for the physical experiment in distance learning. To provide feedback during distance learning, we suggest that after completing the Google Forms Automated Test items, students self-track results and submit open-ended problem solutions to Classroom. After checking by the teacher, it is necessary, together with the students, to find out the content of the work done; analyze errors; compare actual results with expected ones; provide samples of correct problem solving; draw up a plan for further action; highlight the success of students and inspire them to work. It has been noted that students' progress and the objectivity of their marks are increased in the systematic use of Google Forms and computer simulations in physics educational process.