Future Physics Teachers Research Articles

INNOVATIVE LEARNING TECHNOLOGIES IN THE SYSTEM OF FORMATION OF SCIENTIFIC-ORIENTED EDUCATION

The significance of innovative technologies as a means of forming scientifically oriented education is analyzed. The task of science-oriented education is to form a system of education based on the competence approach. The concept of educational model based on pedagogical technologies, which are based on independent acquisition of knowledge with the result reflected in practical, research, design or design and technical activities, is substantiated. The importance of these aspects for students' education on the basis of STEM technologies is growing, so the problem of forming the scientific component of education on the basis of the latest educational technologies and modern technical means is relevant. The aim of the article is to analyze the possibilities of innovative technologies (including STEM) in the process of training future teachers of physics, computer science and technology in the formation of a scientifically oriented educational environment. One of the directions of STEM implementation is singled out – educational robotics – a new learning technology that allows to interest the engineering creativity of children from primary school age. It is argued that the study of students (future teachers) of the basics of robotics and technical design contribute to the formation of knowledge of graphic programming, skills of designing robot models and their use in educational physical experiment, construction and software implementation of algorithms. It is envisaged that the results of such work will increase interest in the study of natural sciences, improve the development of educational and scientific fields.

Educational experiment in the structure of blended learning technologies

In the article, based on the material of physics, the significance of an educational experiment in teaching natural sciences is actualized. The data of the analysis of the evolution of an educational experiment in teaching a school course in physics are presented. A decrease in the share of demonstration and laboratory experiments in educational programs has been noted. The conclusion is made about reducing the requirements for teachers to put an educational experiment at the forefront of all teaching of the subject. The data of the conducted micro-research among future physics teachers revealed their unwillingness to build the teaching of the subject on an experimental basis. The reason for the low level of experimental training of students is the formal approach on the part of teachers and regulatory bodies to the setting of demonstration and laboratory experiments. Optimistic judgments were expressed regarding the demonstration experiments, which, without prejudice to the level of teaching physics, can be replaced by corresponding video recordings. The article presents three options for solving the problem of setting up a laboratory experiment in the implementation of distance and blended physics teaching technologies at school and university. The first option involves conducting experiments on simple home-made equipment. According to the second and third options, in the remote learning mode for conducting educational research, students receive instructions and video recordings of the experiments, as well as materials for processing the measurement results. In the second version, experiments are carried out using software and hardware systems. In the third version, traditional measuring instruments are used. The article provides information on access to experimental materials prepared by the authors of the ongoing pedagogical research.

Formation of ICT competencies for future physics teachers

The article discusses effective ways to use IT-services in teaching future physics teachers. This reflects the mutual understanding between the teacher and the student based on the use of modern information technologies in the development of the modern educational process. Some IT-services in teaching meet modern requirements. But this does not mean the chaotic use of any platform, programs, and software applications, that is, it is necessary to take into account the specifics of the subject, the pedagogical and psychological state of students. Based on this, the article describes what digital competencies should be used in the training of future physics teachers. Video lectures and audio lectures, infographics, visual lectures made in Mindmap, and Vyond on the discipline “Methodological basis of solving physical tasks” have a great influence on the comprehensive search of students. The article analyzes the necessity and relevance of using information technologies in the educational process but also discusses ways to implement them practically. This creates skills for students to use digital competencies to expand their knowledge. There are also ways to conduct questionnaires, tests, and reflections in various formats that allow students to test their knowledge. The types of tasks created in the effective applications used in the teaching of physics are given.

БОЛОЧОК ФИЗИКА МУГАЛИМДЕРИН ЗАМАНБАП МААЛЫМАТТЫК БИЛИМ БЕРҮҮ ЧӨЙРӨСҮНДӨГҮ ИШМЕРДҮҮЛҮКТӨРГӨ ДАЯРДОО

Currently, with the widespread use of new information technologies in all spheres of society, there is an extension of humanity's preparation for this type of activity. The use of new information technologies in education increases interest in the subject and increases the level of student learning. The article is devoted to one of the urgent problems of education - training specialists for the use of new information technologies. By teaching future physics teachers to acquire knowledge with the help of new information technologies, one can prepare them for the effective use of the knowledge and skills gained in professional practice. In particular, prepare teachers to behave competently in the modern information educational environment. The article gives recommendations for the formation of information competencies of a future physics teacher.

IMPROVEMENT OF DEMONSTRATION EXPERIMENTS OF THE PHYSICS COURSE BASED ON THE USE OF DIGITAL TECHNOLOGIES

The most characteristic problem of the current stage of modernization of higher education is the training of future physics teachers who are ready to adapt to the conditions of a rapidly changing digital society and are able to independently set and solve professional problems. The purpose of the article is to identify the features of the use of digital technologies in improving the demonstration experiments of the physics course. The leading method to study this problem is the modeling method, the study and analysis of psychological, pedagogical, scientific, technical and methodological literature. The use of computer models of various physical processes and phenomena contributes to the effectiveness of teaching students the physics course, allows them to understand the mechanisms of physical phenomena and processes. In this regard, at present, the Abai Kazakh National pedagogical University pays great attention to the development of a technical base for the use of digital technologies in the training of future physics teachers, and electronic resources are being developed for use in teaching physics. By using computer models of experiments and demonstrations, it is possible to compensate for the lack of equipment in the physical laboratory and thus teach students to independently acquire physical knowledge during a physical experiment on virtual models, that is, there is a real opportunity to form students ' creativity and increase cognitive activity in physics.

APPLICATION OF CONTENT-LANGUAGE INTEGRATED LEARNING IN POLYLINGUAL TEACHING OF PHYSICS

This article is devoted to the actual problem of multilingual education today in the context of the introduction of updated educational content. The main tasks of updating the content of physics in schools reflect the need to improve the professional and methodological training of future physics teachers in English in the context of modernizing educational programs in higher education. The content of physics in pedagogical universities should correspond to the school physics course, physics should be integrated with methodological disciplines and be taught in English. This, in turn, will improve the quality of professional and methodological training of future physics teachers. The use of subject-language integrated teaching methods in the educational process for the implementation of multilingual education is given. Two methods: Content Language Integrated Learning (CLIL) and English аs a Medium of Instruction (EMI) are considered as a learning tool.

IMAGINÁRIOS DE FUTUROS PROFESSORES DE FÍSICA SOBRE OS SABERES DOCENTES: (SENTIDOS PRODUZIDOS NA INTERFACE UNIVERSIDADE-ESCOLA NO ESTÁGIO CURRICULAR SUPERVISIONADO

Partindo da ideia de que se tornar um professor é um processo contínuo, afetado por diferentes elementos como, por exemplo, a experiência prévia enquanto estudantes, neste artigo apresentamos uma análise sobre os saberes docentes que os futuros professores mobilizaram para responder à questão: “O que você pode dizer sobre o que precisa um professor de Física para ensinar Física?”. A pesquisa ocorreu no contexto da última das quatro disciplinas de Estágio Curricular Supervisionado de um curso de Licenciatura em Física de uma universidade pública. Considerou-se a Análise de Discurso como referencial teórico-metodológico para analisar o imaginário de sete licenciandos. Os resultados mostraram que os licenciandos partem do imaginário social de que, para ensinar é preciso dominar o conteúdo de ensino e alguns elementos de didática, e produzem repetições e novos sentidos sobre esse imaginário. Observamos ainda que, no caso dos licenciandos que não tinham experiência em sala de aula, a regência no estágio foi decisiva para construir sentidos sobre a questão.

PSYCHODIDACTIC APPROACH IN THE TRAINING OF MASTERS OF PHYSICS − FUTURE TEACHERS

Psychodidactic approach in the training of a modern teacher of physics orients to the choice of trajectories for managing the individual development of student’s personality in the learning process. The urgency of the problem originates from the need to organize a modern school educational environment according to the requirements of an individual and competence-based learning, which involves the teacher’s mastery of psychodidactic principles of teaching. Thus, training of teachers to use the pros of psychodidactics to discover and develop the intellectual and personal potential of students through subject activities is an important task of higher education. The purpose of the study is to reveal the essence of psychodidactic approach to the projecting of teaching and its implementation in the content of training of masters of physics in the are of education. Research methods used: analysis (theoretical generalizations that form the basis of the psychodidactic approach, its structural components; the essence of the implementation of psychodidactic technologies in the projection of management of teaching; methodological development of lessons for students-masters); modeling (professional training and activities using psychodidactic technologies); generalization (in the process of developing algorithms for the use of psychodidactic technologies for future physics teachers; formulation of conclusions); observation (in the process of gaining experience in the use of psychodidactic technologies by students − future teachers of physics); survey (to clarify the understanding of the essence of the tasks on the content of psychodidactic technologies). The result of the research is expected in the form of methodological developments in the context of the reference topic using the technologies of psychodidactic approach; formation of knowledge on the essence of the psychodidactic approach, technologies of its realization; on management of individual development of students’ personality in conditions of the psychodidactic approach; skills: structuring of educational material according to the chosen psychodidactic technology; implementation of the choice of methods, forms and means of teaching; use of learning management methods to ensure the individual trajectory of student development.

МЕТОДИ РОЗВИТКУ В УЧНІВ ЕКСПЕРИМЕНТАТОРСЬКИХ УМІНЬ В УМОВАХ ДИСТАНЦІЙНОЇ ФОРМИ НАВЧАННЯ

2091У статті розглянуто проблему організації експериментальної діяльності учнів з метою розвитку екс-периментаторських умінь за умов дистанційної форми навчання. Експериментаторськими автори вва-жають уміння, якими має володіти учень для проведення самостійних досліджень фізичних об’єктів. Важливою складовою частиною розвитку цих умінь є практична діяльність учнів із використанням від-повідного фізичного обладнання. Складність виконання цієї умови підсилюється за дистанційної форми навчання (наприклад, під час карантину в закладах освіти). Як варіант розв’язання зазначеної проблеми дистанційного навчання запропоновано використовувати дидактичні методи, що виявляють найбільші компенсаторні можливості для розвитку в учнів експериментаторських умінь з фізики. Як обґрунту-вання цієї ідеї вказано на дослідження психологів та дидактів щодо можливої заміни одного сполучен-ня дидактичних методів іншим для досягнення певної мети навчання. Описано авторські методи, що мають такі компенсаторні можливості. Цими методами є: використання наочних фізичних задач; вико-ристання «домашніх» експериментальних, винахідницьких та конструкторських задач; використання віртуальних лабораторій та електронних симуляторів фізичних дослідів. Зазначені методи виявляють значні компенсаторні можливості для розвитку в учнів експериментаторських умінь з фізики та не потребують виконання експерименту у фізичній лабораторії. Наголошується, що набуття досвіду вико-ристання цих методів має бути обов’язковим компонентом професійної підготовки майбутніх учителів фізики. У статті наведено авторські приклади наочних фізичних задач, що можна використовувати для перевірки рівня сформованості в учнів знань та вмінь, необхідних для успішної експериментальної діяльності; експериментальні, винахідницькі та конструкторські задачі, що не потребують складно-го обладнання; вказано роль електронних симуляцій у розвитку експериментаторських умінь учнів. Подальші дослідження будуть пов’язані з розробленням циклу експериментальних задач, структурова-них за розділами фізики, що можна пропонувати учням також в умовах дистанційної форми навчання. The article considers the problem of organizing experimental activities of students in order to develop experimental skills in terms of distance learning. Experimental authors consider the skills that a student should have to conduct independent research of physical objects. An important component of the development of these skills is the practical activities of students using appropriate physical equipment. The complexity of fulfilling this condition is exacerbated by distance learning (for example, during quarantine in educational institutions). As a variant of solving this problem of distance learning, it is proposed to use didactic methods that reveal the greatest compensatory opportunities for the development of students’ experimental skills in physics. As a substantiation of this idea the research of psychologists and didactics concerning possible replacement of one combination of didactic methods by another for achievement of the certain purpose of training is specified. The author’s methods having such compensatory possibilities are described. These methods are: the use of visual physical tasks; use of “home” experimental, inventive and design tasks; use of virtual laboratories and electronic simulators of physical experiments. These methods reveal significant compensatory opportunities for the development of students’ experimental skills in physics and do not require an experiment in a physical laboratory. It is emphasized that gaining experience in using these methods should be a mandatory component of the training of future physics teachers. The article presents the author’s examples of visual physical problems that can be used to test the level of formation of students’ knowledge and skills necessary for successful experimental activities; experimental, inventive and design tasks that do not require complex equipment; the role of electronic simulations in the development of students’ experimental skills is indicated. Further research will be related to the development of a series of experimental problems structured by sections of physics, which can be offered to students also in terms of distance learning.

Fundamentalization of mathematical training: looking for promising solutions

Mathematics has a special place in ensuring the interdisciplinary integration of various Sciences. Its language is universal. It acts as a tool in various scientific fields of knowledge, as well as in many technological and industrial spheres of human activity. This means that the importance of functional mathematical training of the younger generation increases, which leads to the search for promising solutions for training future teachers of physical and mathematical, natural science, and technological profiles. The article discusses one of the solutions proposed by the authors. The authors’ proposals are aimed at solving the problem of training teachers who will be able to make the school mathematics course accessible to many students without losing quality, providing fundamental and functional mathematical knowledge. And the first necessary step in the proposed proposals is the implementation of the process of forming the ability to apply mathematical knowledge in the construction of models of real objects, processes, and phenomena. The authors propose a scheme of such a process, which allows the studied mathematical models to be embedded in a holistic context, and to study them from the point of view of practical applicability in solving various problems. The experimental work carried out confirmed the effectiveness of the implementation of the process under consideration. It showed that the formation of the ability to apply mathematical knowledge in the construction of models of real objects, processes, phenomena in future teachers of physics and mathematics, natural science, technology ensures fundamentalization of their mathematical background. The next necessary step to solve problem proposed by authors consists in changing the pattern of methodical training of future teachers.

Electronic interactive panel as a modern mean of professional training of future physics teachers

The article gives a theoretical justification for the effectiveness of the interactive panel as a modern mean of preparing future physics teachers for professional activities. The technical and didactic properties of the interactive whiteboard and the principles of its use are singled out. Based on the analysis of psychological, pedagogical and professional literature, the essence of the concepts "teaching aids", "technical teaching aids", "interactive teaching aids" is revealed. The author's definition of the concept of "learning tools" is given. The classification of the concept of "learning tools" on various grounds: the nature of the representation of the surrounding reality, the application in the educational process. The article describes the difference between the concepts of "electronic interactive whiteboard" and "electronic interactive panel". The didactic possibilities of electronic interactive panels as an effective teaching tool used to prepare future physics teachers for professional activities are highlighted, the advantages of their use in the educational process are described. The didactic functions of the electronic interactive panel – managerial, adaptive, informative, integrative, interactive, motivational, communicative, developing and educational are considered. The article describes the possibilities of using an electronic interactive panel used in the professional activities of a physics teacher, which will provide increased attention, increase motivation for learning and cognitive activity, activation of mental activity. The problems which are solved by mean of use of the electronic interactive panel in the course of teaching of physics in establishments of higher education are considered.

Investigating the Purposes of Thought Experiments: Based on the Students’ Performance

The objective of this study is to examine the students’ purposes in conducting thought experiments while solving physics problems. There were 12 pre- and in-service physics teachers as the participants in this study and divided into three groups with four students in each. Physics problem-solving activities were used as a context for observing students’ processes in doing TEs. The results of the data analysis showed that there were three types of purposes of the students in doing the TEs during physics problem-solving activities: prediction, verification, and explanation. Therefore, it can be concluded that in the context of problem-solving, students design and run thought experiments as a creative ability tool to (1) predict solutions to the problem, (2) verify whether their hypothesis is correct or incorrect, (3) provide a detailed explanation to their hypothesis. Based on this study, we discuss the differences and similarities in the purposes of scientists and students in doing thought experiments. The importance and implications of thought experiments for current and future physics teachers are also discussed in the last part of this study

MODERN FEATURES OF APPLIED PHYSICS TRAINING IN THE PREPARATION OF FUTURE PHYSICS TEACHERS

The article analyzes scientific research on the modern possibilities of teaching the course. Methods, tools, the existing potential for training future teachers of physics, the use of the applied orientation of physics training, the implementation of the applied orientation of teaching in domestic and foreign universities were formulated and defined. In the implementation of the applied orientation of teaching physics, the criteria for the selection of educational material of an applied nature are determined. In addition, various ways of the necessity of applying physical knowledge in practice, the importance of using the process of solving problems to form the applied focus of physics training, are examined. The article analyzes qualitative problems of an applied nature, including the purpose and methods of solving such problems, methods of applying students' theoretical knowledge in practical classes.

Using of digital tools for the formative assessment of future physics teachers

Using of digital tools for the formative assessment of future physics teachers

Применение методических задач в формировании профессионально-технологических компетентностей будущих учителей физики

The article discusses the role and importance of methodological tasks in the preparation of future physics teachers. In order to form professional and technological competencies in students, a system has been developed for the compilation and application of methodological tasks in the educational process, which consists of the following components: didactic goals, the didactic basis for compiling methodological problems, solution conditions, decision logic, stages of solving methodological problems.

METHODS OF TEACHING MATHEMATICAL MODELING TO STUDENTS OF THE PEDAGOGICAL INSTITUTES

The purpose of this article is to reveal a number of modern problems and methods for the implementation of professional oriented training of students of the specialty physics using mathematical modeling. Future physics teachers are offered methods of applying mathematical modeling in teaching activities. It also describes a specific method of preparing students to use mathematical modeling in solving physical problems. In recent years, mathematical modeling has become a separate branch of knowledge that has methods for studying its own objects. Therefore, the study of mathematical modeling, the ability to use it in the study of physical and mechanical processes and the training of schoolchildren and students is one of the important problems. Using a mathematical model, students learn the mathematical apparatus for describing objects, physical phenomena, or the real world.

Exploring How Students Construct Collaborative Thought Experiments During Physics Problem-Solving Activities

Thought experiments are personal and tacit processes of experimentation that scientists perform within their own imagery in formulating new theories or refuting existing theories. However, by viewing learning as a social process, this study aims to show that thought experiments can also be constructed collaboratively and to present a detailed mechanism of how thought experiments occur as a collective activity. The paper presents a study involving 12 students divided into 3 groups. The physics problem-solving activities were used to set the necessary conditions for observing the processes of students in constructing collaborative thought experiments. The results show that while solving physics problems, students design, share, rethink, and evaluate their thought experiments. This indicates that thought experiments can be constructed in a collaborative context even though the thought experiments are mostly individual in nature. In the process of constructing collaborative thought experiments, the students carried out five activities: visualizing imaginary worlds, performing experiments, describing the results, sharing and evaluating experiments, and drawing conclusions. We refer to these activities as the steps of collaborative thought experiments. In the process of evaluating thought experiments, four evaluation sources were then identified: conceptual understanding, past–daily experience, logical reasoning, and conceptual–logical inference. Based on these results, we discuss the importance and implication of collaborative thought experiments to both current and future physics teachers.

Pre-service teachers’ perceptions of the professional attributes of future physics teachers

We present here results of a study of longitudinal character, which sought to follow a group of future physics teachers of a State University in São Paulo, in Brazil, from the beginning until the conclusion of the teacher training course. The main objective was to understand how the research outcomes have been introduced or interfering in the education of these future teachers. In order to do that, we analyzed the possible variations in their imaginaries of aspects related to a possible ‘good teacher’ and the ‘evaluation of learning’. Data collection was carried out through questionnaires that were administered annually. The data were treated through Discourse Analysis, originated by Pêcheux and developed in Brazil by Orlandi and other researchers. Among the results obtained, we have noted the strength and impact that the course and its pedagogical project have on the students, and that the conditions of discourse production were fundamental for the change in their imaginaries regarding those themes.

METHODOLOGICAL BASIS OF REALIZATION OF INTERSUBJECT COMMUNICATIONS OF PHYSICS WITH THE NATURAL SCIENCES IN SCIENCE EDUCATION

The article deal with the problems of implementing intersubject communications of physics with the natural sciences in natural science education. The relevance, significance, goals, methods and forms of the implementation of intersubject communications of physics with the natural sciences in natural science education are established. It is shown that the only way for future teachers of physics to form deep and systematic knowledge is to prepare them for the implementation of interdisciplinary knowledge. Intersubject communication should be considered as a manifestation in the educational process of the relationship of different sciences. No single science, no matter how significant and developed it may be, can create a holistic view of the world, but can only take part in its formation. Interdisciplinary communication, acting as a bridge connecting all objects and sciences, opens up wide opportunities for the development of specific sciences and the scientific picture of the world. Therefore, interdisciplinary communication, as a prerequisite for the successful development of scientific knowledge, and as a method of searching for new results and cognition, reveals to students the way of understanding the world, and thereby ensures conceptual thinking.

SOME FEATURES OF FORMATION OF RESEARCH SKILLS OF STUDENTS IN THE CONTEXT OF PRACTICE-ORIENTED APPROACH

The article discusses the need for a practice-oriented approach in the preparation of future physics teachers. Various interpretations of the practice-oriented approach in training are discussed. Features of its implementation in the practice of training future teachers. The role of implementation of the practice-oriented approach in the formation of research skills of students – future teachers is considered. Formation of research skills in the conditions of digitalization of education with the help of information and communication technologies. The topic of electron movement in the Coulomb field of proton is analyzed. it contains interesting materials for a variety of forms of activity aimed at the formation and development of generalized and significant research skills for students. One of the variants of the conditions for the formation of students ' activities in practical classes in the discipline of physics of the atom, atomic nucleus and solid state is presented. It is revealed that research skills can be formed only in the process of cognitive activity of the subject of educational activity.