Study of the level of training future school physics teachers in methods of physics experiments

Abstract

Introduction. Experiments are fundamental to the physics teacher’s profession, as well as to other natural science subjects. Knowledge of issues which arise in training students in educational physics experiment improves mastery of the subject. This fact accounts for the relevance of the study and the need to objectively monitor the quality of methodological and subject training of future physics teachers. The article, based on theoretical and experimental research, aims to analyze the level of students’ training, to find out and present objective and subjective reasons that influence the quality of future physics teachers’ mastery of the methods of school experiments, and, based on conclusions and consequences, to make recommendations for improving the educational process at higher education institutions. Methodology and methods. The study was conducted at Vyatka State University (Russia) among 78 students of pedagogical education course (with two training profiles: physics and computer science). The methodology included the organization of exploratory research through the constructed norms, knowledge and skills for the purpose of conducting internal monitoring of student training in educational physics experiment. Results. The study in various aspects revealed a low level of students’ acquisition of the didactic and methodological potential of experiments, and of experiments as a subject activity and as a means of teaching (methodological component). Only 30.8% of test takers were able to answer half the questions sufficiently correctly, and only 2.6% answered all the questions correctly. Only 30.8% gave a complete answer to one of the main research questions: “How are students’ activities organized during this demonstration experiment?” Conclusion. The study achieved its goal: the methodology for internal monitoring of the training level of future physics teachers in methods for organizing experiments was theoretically justified and tested. An in-depth study of the diverse didactic possibilities of educational experiments of forming the physics thinking and the scientific worldview of students is needed.