Future Physics Teachers Research Articles

Student Creativity in Learning of Physics Experiments

Experimental physics courses are one of the courses of excellence. Students need to be trained on the process of designing school physics practices with creative thinking learning patterns on the courses they gained during their studies. the purpose of this article is emphasizing the aspects of creative thinking skills towards the preparation of future physics teachers. The problems that can be identified are: 1) the creativity of the physics teacher has not been able to convince students of the physical product; 2) the applied curriculum has not emphasized the development of aspects of creative thinking skills. The approach used to cultivate creativity is inquiry with a practical approach. The results of this research are able to differentiate reasons, analyze arguments, analyze possibilities and uncertainties, solve problems and make decisions. The students should be developed based on the need for practical models that can support the achievement of goals. The essence of physics is a process of thinking in constructing and applying abstract ideas and their logical interrelationship. Research reveals that creativity is mostly a decision about what or who should do. The creative thinking skills in experimental physics classes need to be possessed by potential physics teachers so that they can understand the basic concepts, and are skilled in finding other solutions. Creative thinking skills can't develop them well if they're not trained.

РОЗВИТОК МЕТОДИЧНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ВЧИТЕЛІВ ФІЗИКИ ТА ІНФОРМАТИКИ В УМОВАХ РЕАЛІЗАЦІЇ МУЛЬТИДИСЦИПЛІНАРНОСТІ В ОСВІТНЬОМУ ПРОЦЕСІ

The article is devoted to the transformation of professional and methodological training of future teachers of physics and computer science in higher education institutions. The modern tendencies of updating the content for professional training for future teachers of physics and computer science on the basis of the fundamental provisions of the Concept of the New Ukrainian School are analyzed. The necessity of updating and/or improving the professional training for future teachers in accordance with the current trends in reforming the education sector and introducing innovative techniques, methods and means of teaching that would ensure that the personal qualities and acquired competencies of university graduates meet the needs and requirements of the modern labor market is substantiated. The article outlines the importance of preparing a modern teacher to organize and implement project-based learning technology in general secondary education institutions. The stages of students’ (future teachers’) work in organizing students’ project activities are described. An indicative “Template of the methodological passport of the educational project” has been developed, according to which students develop scenarios for the implementation of educational projects in the educational process of a modern school. An example of a scenario for a training project developed by students which was successfully tested during the pedagogical practice of students in general secondary education institutions is presented.

ПРОФЕСІЙНИЙ КОНТЕКСТ НАВЧАННЯ ЯК БАЗОВА СКЛАДОВА ПІДГОТОВКИ МАЙБУТНЬОГО ВЧИТЕЛЯ В УНІВЕРСИТЕТ

The main task of the professional training of the future physics teacher is not only to acquaint him with modern methods, means and forms of education in institutions of general secondary education, as well as to solve the situational tasks of the profession that will take place in his future professional activities. Such activity provides an understanding of real professional situations, has educational and professional aspects and enables feedback between teacher and student, student and student. This activity helps future physics teachers build their own pedagogical trajectory, which in the future can develop into original pedagogical technologies.

ФОРМУВАННЯ STEM-КОМПЕТЕНТНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ФІЗИКИ

The article examines theoretical-scientific problems and shows the peculiarities of the formation of STEM competence of all participants in the educational process when studying physical and mathematical disciplines and natural sciences. When analyzing theoretical and practical data, we developed our own definition of STEM competence and formed the main components and levels that future physics teachers can master in the process of introducing into the educational process various applied programs, robotics tools, virtual laboratories, specialized software and hardware, and as well as their practical activities. Thus, introducing STEM competence solves many issues, such as issues of innovation and creativity, communication, critical thinking, cooperation, selfregulation, pedagogical and psychological skills. Given that STEM is a controversial, context-specific concept in various scientific and technological fields, this set of skills will help all participants in the modern educational process to have the same understanding of the educational field and its intended purpose.

Theoretical foundations of professionally oriented study of physics at school

Relevance. The modern study of physics is focused on changes in conceptual approaches to its functioning, goals, content, methods, and results. This study examines the effectiveness of a model for training future physics teachers to design lessons in the context of variable education approaches. Purpose. The purpose of the study is to evaluate changes in the design and modelling competence of future physics teachers after implementing an experimental training model. Methodology. A pedagogical experiment was conducted with control and experimental groups of future physics teachers. Their design and modelling competence were assessed before and after the experimental training using surveys, tests, quasi-professional tasks, and analysis of teaching practice reports. Results were analysed statistically using Pearson's chi-squared test and Student's t-test. Results. Three components were evaluated: motivational-axiological, cognitive-operational, and productive-creative. The experimental group showed significant increases in all components of design and modelling competence compared to the control group. Statistical analysis confirmed the differences were significant. The model improved the motivation, knowledge, skills and creative abilities related to lesson design and implementation. Conclusions. The experimental training model was effective in developing future physics teachers' competence in designing lessons for variable educational contexts. Keywords: teaching methods; pedagogical modelling; development of constructive skills; lesson model Baizak U, Baizakova B. Theoretical foundations of professionally oriented study of physics at school. Sci Herald Uzhhorod Univ Ser Phys. 2024;(56):380-390. DOI: 10.54919/physics/56.2024.38ryg0

Підготовка майбутнього вчителя фізики до формування дослідницької компетентності учнів із застосуванням інформаційно-комунікаційних технологій

The article discusses the topical issue of developing the research abilities of primary and high school students in the context of implementing a conceptual pedagogical model aimed at training physics teachers. The article analyzes the development of physical education and the possibilities of using information and communication technologies to achieve didactic goals, in particular the use of ICT tools, computer equipment, digital and cloud technologies, digital measuring complexes and systems, electronic resources, STEM technologies, and others. It is analyzed and found that «e-learning» is becoming an increasingly important component of the higher education system due to innovative technologies that expand its scope and significance. This leads to the introduction of a hybrid model of education, where the main emphasis is on e-learning, and traditional learning is gradually decreasing. In this regard, the article proposes a methodological system for the development of information and communication competencies in students studying physics in pedagogical institutions of higher education. The main purpose of this system is to develop methodological competencies of future physics teachers. Among the functions of the system are methodological, which promotes the use of professional concepts and theoretical knowledge of physics in the educational process; professionally oriented, which implements the content of physical knowledge in the practical side of learning; integrative, which promotes a systematic understanding of physical aspects; developmental, aimed at developing students' thinking, activity and creativity; prognostic, which focuses on the further development of the methodological system. The article proposes the content of the methodological system, which takes into account the content components of general physics, theoretical physics, methods of teaching physics and special courses. The possibility and feasibility of implementing the developed methodological system in the educational process, taking into account pedagogical, organizational and methodological conditions, are discussed.

RAISING QUALITY OF PHYSICS EDUCATION: CONTRIBUTION OF JBSE OVER THE PAST ISSUES

I have worked more than thirty years in physics education (as some of the readers of this journal), many years as a secondary school physics teacher in various curricula (as some of the readers), and more than 20 years at university doing research and preparing future physics teachers (as some or readers). I am also the author of a physics textbook for secondary education, and now I am working on a new one. Naturally, I would like to have the new textbook, like my other outputs, based on the current state of knowledge and well-developed and well-applied theories behind physics education. And here is the seed of the question - how does our journal contribute to raising the quality of our outputs – in my case, increasing the quality of physics education? I first look at the goals of physics education. Here, I use the most straightforward taxonomy of goals presented in (Demkanin 2013): goals related to attitudes of society to science, goals related to methods of science, and goals related to particular knowledge. The last one I split into two sub-goals – knowledge selected to develop methods and attitudes and knowledge selected to raise the quality of living and general scientific culture. Of course, the goals we can reach by means – by the methods of education – methods of teaching and learning. So, let's look at a few previous issues of JBSE and at the contributions having the potential to raise the quality of physics education. I have mentioned only some of the contributions I will probably use in the next few years. I tried to focus on physics education, not explicit chemistry or biology education, even if some of such articles could be fully relevant to my work.

Using open experimental data of the European Organization for Nuclear Research in the process of studying the physics of elementary particles

The article discusses the theoretical justification, and the process of developing, implementing, and experimentally verifying the methodology for training future physics teachers using open experimental data from the European Center for Nuclear Research in studying elementary particle physics. The main stages of the study of elementary particle physics are clarified, taking into account the modern achievements of CERN. In the work, the study of elementary particles was carried out based on data from the CMS detector (Compact Muon Solenoid). A description of the methods, techniques, and ways of using the proposed methodological tools for the workshop on the physics of the atomic nucleus and elementary particles is presented. The process of selection and preparation of tasks and instructions based on the open experimental data of the European Center for Nuclear Research, recommendations for working with software, and their approbation in the educational process is considered. An experimental verification, analysis, and generalization of the research results were carried out. Arguments are given regarding the effectiveness and practicality of using the open experimental data of CERN in the process of studying elementary particle physics.

МОНІТОРИНГ І ДІАГНОСТИКА НАВЧАЛЬНИХ ДОСЯГНЕНЬ МАЙБУТНІХ УЧИТЕЛІВ ФІЗИКИ З ТЕОРЕТИЧНОЇ ФІЗИКИ

The article examines the theoretical and methodological aspects of the implementation of system monitoring and diagnostics of the level of educational achievements of future physics teachers in theoretical physics. It was noted that the quality of educational results of students in the discipline and their compliance with state regulatory requirements depends primarily on the proper systematic organization of the educational process and the introduction as an informational model of a complete educational and methodological complex, created on a single methodological basis and oriented to the formation of the most complete and holistic ideas about the modern physical picture of the world and its evolution. The structure and content of the author's educational and methodological complex in theoretical physics (using the example of the course «Thermodynamics and statistical physics»), which is implemented in a number of domestic pedagogical institutions of higher education, is highlighted. In the curriculum for the generalization of students' knowledge in theoretical physics, as an element of this complex, the components of their educational achievements are given, namely, based on the structuring of knowledge elements, the content of the scientific-theoretical and practical-activity components of professional competence for each separate content module is determined and specified. Forms of control, objects of evaluation in the process of their implementation and indicators of the level of educational achievements of students in theoretical physics according to the ECTS scale have been determined. The methodical features of conducting complex control works as a means of final diagnosis of the success of students' studies and the achievement of projected educational, educational and developmental goals of the educational discipline «Theoretical Physics» are characterized. It is noted that the monitoring and diagnosis of educational achievements of future physics teachers in theoretical physics can serve as a factor in their personal and professional growth, as well as a source of information about the state of teaching physics in a higher pedagogical educational institution. Keywords: theoretical physics, monitoring and diagnosis of educational achievements of future physics teachers.

TEACHING-PEDAGOGICAL PRACTICE IN THE SYSTEM OF PROFESSIONAL TRAINING OF FUTURE PHYSICS TEACHERS

The article is devoted to the analysis of some pressing questions of organization and conducting of pedagogical practice in the system of future teacher of physics professional preparation in the aspect of forming his professional culture and competence. The reform of higher pedagogical education in Ukraine is part of the ongoing educational system updates in European countries over the last twenty years. These reforms are driven by ideas of human-centeredness and democratization, recognizing the importance of knowledge as a catalyst for societal well-being and progress, and the creation of a unified educational space. These changes pertain to new educational standards, qualification models, and methodological systems for professional training at the "bachelor" and "master" levels, which are based on activity-based, personality-oriented, and competency-based approaches. These reforms also involve the implementation of educational innovations and new information technologies in teaching and learning. Society entrusts educators with its future and naturally expects them to employ the most effective teaching methods and forms to impart the fundamentals of science. The quality of youth education, their ability to thrive and work in an information-driven society, contribute to a knowledge-based economy, and gain competitive advantages, all hinge on the level of a teacher's professional competence. In today's context of tiered and specialized differentiation, variability in physics school curricula and textbooks, and the development of new information technologies in education, this thesis assumes special significance. In the professional training of future physics teachers, a special place is reserved for pedagogical practice, the main goal of which is for them to acquire initial professional experience in independent work under conditions that closely resemble their future profession. This practice aims to develop pedagogical thinking and professionally significant personal qualities, ultimately leading to the acquisition of professional competence.

Establishment of Physical Science in Precarpathia: Events and Characters

The question of the development of physical science in the Carpathian region (end of the 18th - beginning of the 21st century) was studied, starting from the Tsar's Royal Gymnasium, organized in 1784, to the creation of a teacher's institute in 1940 in the city of Stanislaviv (Ivano-Frankivsk) and its gradual transformation into Vasyl Stefanyk Precarpathian National University. The role of science education and especially physics in the formation of a cohort of modern specialists, necessary for the restoration of the country and its rapid technological development, is indicated. The progress of physical education in Stanislaviv (Ivano-Frankivsk) and the development of methodological and organizational foundations for the training of future physics teachers is considered against the background of the dramatic historical and political transformations of the region in the period under study. It is shown that the beginning of the development of learning and teaching of physics was already laid in the activities of numerous gymnasium-type educational institutions, which were organized in the city since the 18th century and became training bases for future teachers or scientists, in particular natural sciences. Special attention is focused on the defining role of outstanding characters of scientists and pedagogues-physicists who made a significant contribution to the formation of modern scientific and pedagogical schools and concepts: professors Viktor Dushchenko, Petr Kyrychka, Ivan Kucheruk, Dmytro Freik, Ivan Klymyshyn, Bohdan Ostafiychuk. Despite the initiation and development of scientific directions, Vasyl Stefanyk Precarpathian National University remains an important center for the development of pedagogical ideas and innovations in the field of natural sciences and comprehensively contributes to the improvement of the methodology and didactics of physics at various levels.

Болашақ физика мұғалімдерінің әдістемелік құзыреттілігін дамытуды зерттеу әдістері

The professional competence of teachers reflects their readiness to carry out pedagogical activity, as well as its professional characteristics. Therefore, at present, teachers face great demands for the development of professional competencies. The problem of professional competence is actively studied in the works of many domestic and foreign scientists, the authors have devoted their research work to the development of methodological competencies, which are an important component of professional competence. In this regard, the article considers the issue of the development of methodological competence of future physics teachers, which is the main component of professional competence in the process of professional training. Before considering the research methods, the authors set a goal to identify the components and indicators of methodological competence, first of all, they gave their definition of the methodological competence of a physics teacher. After a clear definition of each component, classes using interactive teaching methods were conducted for their development and their advantages were demonstrated. Special questionnaires,educational and methodological tasks wereprepared for the research work and a quantitative, qualitative analysis of the research results werepresented. Based on the presented results, the authors concluded that the use of the developed system for the development of methodological competencies in the process of teaching physics had a significant positive impact on the level of professional training of students

MATHEMATICAL COMPETENCE MODEL OF A PHYSICS TEACHER

The purpose of this article is to analyze the concept of the physics and astronomy teacher’s mathematical competence structure. Theoretical and experimental methods were used in the research including methods of systemic analysis, pedagogical modeling, testing of statistical hypotheses based on selective studies and descriptive statistics. The research results reveal that the mathematical activity of physics teachers, defined by functional components of subjectmethodological competence, encompasses 20 directions. The importance indices were determined for each of these directions, reflecting the frequency of their application in teachers’ real work. A structural model of the physics teacher’s mathematical competence was constructed. This model includes blocks of subject-methodological and analytical activities, interconnected by feedback loops. Informational connections link these blocks with blocks of analytical, operational, and epistemological functions, as well as with blocks related to the selection of mathematical activities types and directions of mathematical activity. An experimental study of the methodology for measuring the indices of mathematical competence levels was conducted identifying problematic mathematical topics for physics teachers. These topics include expression transformations, elements of differential calculus, geometric problems, and vector-coordinate methods. The practical significance of research lies in the fact that the obtained results facilitate of the postgraduate training system enhancement for teachers in advanced courses, as well as the design and implementation of a methodological system for the development of mathematical competence among physics teachers within the framework of continuous pedagogical education. The analysis conducted in the research also permits the identification of directions for improvement in the training of future physics teachers in classical and pedagogical universities. The main research conclusions, it is noteworthy that an intermediate level of mathematical competence is essential for realizing the functions of subject-methodological competence among physics teachers. Furthermore, it was established that at least 30% of physics teachers require additional mathematical education for their further effective work. Future research in this domain will be focused on the implementation and analysis of the effectiveness of the methodological system for the development of mathematical competence among physics teachers within the framework of continuous pedagogical education.

Адаптация первокурсников к обучению в педагогическом вузе в рамках учебной практики

<p>The article is devoted to the urgent problem of adaptation of first–year students - future physics teachers to university education. The relevance is confirmed by the fact that it is based on the law “On Education in the Russian Federation”, which, among other things, states the need to achieve a high quality of education without compromising the health of students. The concept of “adaptation of students”, factors and a set of problems of a first–year student are considered. The components of adaptation in the educational process in teaching physics are presented: psychological and social, health-preserving, ergonomic, content-procedural — on which we can work to a greater extent at the Department of Physics and Methods of Teaching Physics. The results of the survey and diagnostics made it possible to identify the difficulties experienced by future physics teachers in the first year of study, which makes it possible to create conditions for the adaptation of first-year students to the university format of educational and cognitive activity. Recommendations for organizing the process of adaptation of first–year students — future teachers of physics — to study at a university within the framework of educational practice are highlighted.</p>

Laboratory work in Physics and Chemistry in the training of future teachers in the conditions of distance learning

The article is devoted to the systematization of experience and establishing the peculiarities of conducting laboratory work in Physics and Chemistry in the training of future teachers in the conditions of distance learning (on the example of the Faculty of Physics and Mathematics of H.S. Skovoroda Kharkiv National Pedagogical University).
 Possibilities of using photo and video recording of physical and chemical experiments for their repeated display in the form of synchronous and asynchronous broadcasting are considered. The procedure for performing laboratory work based on the use of photos and video materials is described, and relevant examples are given. Conducting laboratory work in physics and chemistry in the conditions of distance learning using interactive simulators and models on various platforms is characterized. Laboratory work in physics and chemistry using specialized virtual laboratories is described, examples of working with them in classes are given. The experience of using the author's software-methodological complexes to ensure laboratory work in chemistry is described, which are actively used in the educational process in the conditions of distance learning – using SchoolKit as an example.
 It has been established that conducting laboratory work in physics and chemistry in the training of future teachers in the conditions of distance learning can be ensured in several ways: access to collections of photos and video materials of physical and chemical experiments; demonstrations of laboratory experiments in synchronous mode by means of video conferences; using virtual simulations and models of physical and chemical objects, processes, phenomena; using virtual physical and chemical laboratories; using software and methodical complexes in physics and chemistry.
 Prospective areas of further research are the study of the effectiveness of the considered methods of conducting laboratory work in the conditions of distance learning in the practice of training future teachers of physics and chemistry and the development of appropriate methodological recommendations with the generalization of the acquired experience of institutions of higher pedagogical education.

DIRECTIONS OF DIGITIZATION IN THE PROFESSIONAL PREPARATION OF FUTURE MATHEMATICS AND PHYSICS TEACHERS: INTERNATIONAL AND UKRAINIAN EXPERIENCE

The article highlights the international and Ukrainian experience of incorporating elements of digitization into the preparation of future modern mathematics and physics teachers. The article analyzes international experience, which includes advanced approaches to using digital technologies in the educational process. It also examines Ukrainian experience, focusing on the implementation of various programs to improve the accessibility of educational materials and communication between teachers and students.The significance of preparing teachers for the effective use of digital technologies in the educational process is emphasized. Furthermore, the article emphasizes the advantages that digitization brings to the preparation of future mathematics and physics teachers. A detailed analysis of international experience demonstrates successful examples of using digital technologies in the educational process. The Ukrainian experience also offers interesting solutions for integrating digital technologies into the preparation of mathematics and physics teachers.The overall conclusion of the article underscores the necessity of integrating digital technologies into the professional preparation of future mathematics and physics teachers, which will contribute to improving the quality of education and preparing graduates for the modern digital world.It has been analyzed that the implementation of programs increases studentsʼ interest, improves the accessibility of educational materials, fosters creativity and analytical skills, and prepares students for the demands of the modern digital world.
 Keywords: digital modernization; professional training; future math teachers; future physics teachers; digital technologies; computer programs; online courses; innovative approaches; effectiveness of the learning process; improvement of education quality.

Особенности организации проектной деятельности будущих учителей физики в условиях Технопарка

Задействование проектов в научно-исследовательской работе у студентов-физиков (будущих педагогов) формирует экспериментальные умения, которые включают в себя как интеллектуальные умения, так и практические. Одновременно отдельные методические аспекты проектной деятельности студентов в условиях Технопарка представляются недостаточно исследованными. В статье представлена разработанная и обоснованная модель проектирования взаимодействия образовательной организации со студентами в ЕИОВП ОО в рамках метода проектной деятельности, включающая целевой, содержательный, субъектный, организационно-деятельностный и критериальный компоненты. Преподаватель как субъект в данной модели создает условия для развития проектной деятельности; студенты же педагогических направлений используют созданные условия, поддерживают мотивирующие факторы образовательного процесса вуза по саморазвитию надпрофессиональных компетенций посредством проектной деятельности. Содержательный компонент модели проектной деятельности студентов-будущих педагогов направлен на апробирование педагогических условий успешного проектирования модели в соответствии с ФГОС. Выделены следующие педагогические условия: организационно-педагогические условия (использование технологий проектной деятельности); психолого-педагогические условия (реализация метапотребностей будущего педагога, причем базовой из таких потребностей является потребность в образовании); дидактические условия (создание единого информационного образовательно-воспитательного пространства Технопарка). The involvement of projects in research work among physics students (future teachers) forms experimental skills, which include both intellectual and practical skills. At the same time, certain methodological aspects of the project activities of students in the conditions of the Technopark seem to be insufficiently studied. The article presents a developed and substantiated model for designing the interaction of an educational organization with students in the UNEIPE OO within the framework of the design activity method, including the target, content, subject, organizational-activity and criterion components. The teacher as a subject in this model creates conditions for the development of design activities; students of pedagogical fields use the created conditions, support the motivating factors of the educational process of the university for the self-development of trans-professional competencies by means of design activities. The content component of the model of design activity of students-future teachers is aimed at testing the pedagogical conditions for successful design of the model in accordance with the Federal State Educational Standard. The following pedagogical conditions have been identified: organizational and pedagogical conditions (use of design activity technologies); psychological and pedagogical conditions (implementation of the metaneeds of the future teacher, and the basic of such needs is the need for education); didactic conditions (creation of a unified information educational space of the Technopark).

"BO‘LAJAK FIZIKA O‘QITUVCHILARINING ILMIY-MANTIQIY DUNYOQARASHINI SHAKLLANTIRISH"

"BO‘LAJAK FIZIKA O‘QITUVCHILARINING ILMIY-MANTIQIY DUNYOQARASHINI SHAKLLANTIRISH"

On pre-service STEM teachers' training in Ukraine

The essence, purpose, tasks, approaches, principles, content, forms and methods of methodical training of future teachers of Physics, Mathematics and Computer Science, as well as Masters in Educational and Pedagogical Sciences are revealed. Methodical training of future teachers is considered as one that should provide a synthesis of subject, psychological, pedagogical and methodological knowledge, skills, abilities and personal qualities of applicants for Higher Pedagogical Education. As the analysis of the experience of the Faculty of Physics and Mathematics of H.S. Skovoroda Kharkiv National Pedagogical University, implementation of the developed concept of methodical training of future teachers allows to provide preconditions for creation of a trajectory of their further professional development focused on their personal and professional growth, successful professional self-realization. Key words: future teachers; Physics; Mathematics; Computer Science; Educology; methodical training.

Computer modeling of physical phenomena

This article presents aspects of the use of Information Technology in physics lessons, in particular, the work of students with computer models. This work helps to increase students ' interest in studying the subject and the level of thinking. Topic relevance the use of computer models of various physical processes and phenomena contributes to the effectiveness of teaching physics to students, allowing them to understand the mechanisms of physical phenomena, often invisible to the human eye, and in some cases impractical and impossible in life. In order to identify the advantages of computer modeling, studies were conducted on two groups of 9th grade students (Control and experimental), their general understanding in the use of computer modeling was studied, and the role of computer modeling in understanding the concepts of speed and acceleration in body movement was determined. The two groups were applied the same traditional type of training on this topic, and the peculiarity was that the experimental group used computer simulations as a complement. Based on the results presented in the studies, it is shown that students working with the help of computer modeling scored significantly higher scores in their tasks. After analyzing the results, it is confirmed that computer modeling can be used as an additional teaching tool that helps to increase the level of thinking of students, as well as to develop systemic ideas about phenomena in physics. In the course of research using modeling, on average, 6 out of 10 students achieved good results. The importance of teaching using computer models, organizing the student's interaction with the model to participate in active research activities is revealed. It was also found that computer models can be used both in distance learning and in traditional learning, including with network support. The result of the research is that the training of physics teachers in computer modeling can be used internationally in the training of future physics teachers, enhancing their intellectual abilities, contributing to the performance of mental operations and the development of intelligence in general.