Virtual laboratory work in physics at a technical university

Abstract

Introduction. In the post-pandemic period, when all universities are switching to full–time education, the problem of the meaning and place of virtual laboratory work (hereinafter referred to as VLR) in physics at a technical university has arisen in a new way. The following questions have become relevant: about the frequency of the use of different types of VLR in universities in Russia and abroad; about the effectiveness of their use for the formation of practical and intellectual experimental skills; about methods and means of training that allow to increase the effectiveness of the formation of experimental skills when performing VLR in physics. Materials and methods. Our research is based on the methodology of conducting a physical experiment and the requirements of digital learning. The methods of analysis of modern sources on the problem of the use of VLR in physics, questioning of teachers and testing of students on the problem of the formation of experimental skills when conducting VLR in physics in technical universities were used. The questionnaire was attended by physics teachers of MGUPP and the National Research University "MPEI". Testing was conducted among students of 1-2 courses of the named universities. Results. The most common types of VLR are VLR animations and VLR videos and the frequency of their use in technical universities. It was found that the frequency of using VRL animations is 24%, and VRL videos – 53%. It is proved that VLR animations with an interactive component make it possible to effectively form the practical and intellectual skills of students in laboratory classes. To strengthen the independence of students when performing VLR, methods of using interactive tests and using Excel calculation tables are proposed. In the Moodle environment, tests for 15 VLRs have been developed, an example of a test for VLR "Light Interference" is given. 10 Excel calculation tables have been created to monitor the results of laboratory work by students. Such tables for the VLR "Ohm's Law" and "Determination of the Poisson ratio by the Reichardt method" are given in the article. Conclusion. The prospects for further research include the creation of electronic lecture notes and their inclusion together with interactive tests and calculation tables in a demonstration and information complex on general physics.