Abstract
The creation of a virtual educational environment, consisting of an information space that ensures the availability of unlimited educational material through communication means, a virtual or real communication channel between a student and a teacher, increases the role of self-education, the dominance of learning over teaching. Paraphrasing [1], we can say that physics is owned not by the one who knows the formulas and definitions, but by the one who, with their help, can solve physical problems (PP). Similarly to the words of E. Fermi [2]: "A person knows physics if he/she can solve problems." The ability to solve PP contributes to the concretization of students' knowledge; without it, there is a separation of theoretical, lecture, educational material from the main task of any learning process – the practical application of accumulated knowledge and skills. Solving of PP contributes to the development of mental activity, the formation of creativity, intelligence, observation, independence and accuracy, is one of the forms of repetition, control and assessment of knowledge. At the same time, it is the solution of problems that is the most difficult element of physical education, causing methodological, didactic, psychological, and mathematical difficulties. It is known, that along with the traditional methods of solving PP: arithmetic, algebraic, geometric, graphic, experimental, since the beginning of the 2000s, information technology, computer technology, and programs - answer books have been actively used. The traditionally difficult issue of solving problems in physics requires both the improvement of classical methods and the development of new software tools for solving problems. The paper discusses the possibilities of using computers to solve various types of physical problems, the use of a site, created by the author, with considered examples of solving more than 2500 problems in physics, a developed program for automatic solution of problems in physics (APS - automatic physics solver) during practical exercises.
Highlights
Digital pedagogy requires the improvement of the methodological system of computer training [3]
The assimilation of the theoretical material presented at the lecture occurs through the students' independent study of the lecture notes and the use of laws, formulas, graphical dependencies of quantities, values of constants and reference values of physical parameters when solving problems in practical classes and through experimental verification of laws in laboratory classes
Materials and methods In the process of scientific research, the following methods were used: analysis and systematization – when reviewing scientific articles, reports of scientific conferences, teaching aids, which present developments, reviews, descriptions of issues that relate to methods for solving physical problems
Summary
Digital pedagogy requires the improvement of the methodological system of computer training [3]. The assimilation of the theoretical material presented at the lecture occurs through the students' independent study of the lecture notes and the use of laws, formulas, graphical dependencies of quantities, values of constants and reference values of physical parameters when solving problems in practical classes and through experimental verification of laws in laboratory classes. The solution of physical problems (PP) with the help of computer technology is faced with the following methodological and didactic problems [4]: 1) the lack of systematization of the psychological characteristics of the levels of thinking when solving problems; 2) there is no correspondence between the types of tasks being solved and the level of thinking of trainees; 3) the connection between the methods of solving problems and the methods of physics are not considered; 4) there is no theoretical justification for the need to use a computer as a modern tool for solving problems in order to master new methods of physics, and correspondence with the procedure; 5) computer methods for solving problems are not systematized; 6) the circle of PPs that can be solved with the help of a computer is not outlined; 7) the possibilities of developing the creative ability of the student when solving the PP with the help of a computer are not considered
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