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1

ВЗАЄМОЗВ’ЯЗОК РЕАЛЬНОГО Й ВІРТУАЛЬНОГО ЕКСПЕРИМЕНТІВ ЯК ЧИННИК У РОЗВИТКУ ПРАКТИКУМУ З ФІЗИКИ В СЕРЕДНІЙ ШКОЛІ

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Величко С., Растригіна А., Слободяник О.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
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issue 7(51)
214-222
EN
The main aim of the article lies in revelation of possibilities of improvement in the practical course of physics at secondary school and designing a computer based environment through a combination of virtual and real educational experiment that can be implemented in educational process on physics with the aim of developing methods of conducting research of educational activity of the student during a physical practicum. In the article the expediency of ICT to improve self-teaching and learning of physics of the secondary school students through a combination of virtual and real educational experiment and based on this we have the opportunity to further improve physical practicum in secondary schools, where high-school physics studied by specialized programs. The main ideas and statements about the development of physical practicum and methods of its implementation in high school by the need to strengthen the role of the individual work of each student in learning physics and therefore demands individualization of the educational process because of the wide introduction of Information and Communication Technologies, by which the development and implementation of computer-oriented labs that perform close to real research are made possible, and executed on the basis of the full implementation of virtual experiment in close conjunction with the real. This method of preparation work to the student’s practicum involves a combination of existing training equipment with computer-based learning environment in the study of modern physics at secondary school. The proposed methodology outlines three phases and ensures that the readiness of senior pupils to experiment during the practicum and the physical quality and effectiveness of the implementation of the study is significantly improved, and importantly, it increases the level of academic performance of students. In general, the recommended method is an important factor both in the development of physical practicum in secondary school, and improvements in general of all types of individual educational cognitive activity and independent work of the secondary school students and leads to broader introduction of school educational process on natural disciplines basic principles synergistic approach and aims to forming an effective and fully developed personality of the secondary school graduate , his self-development and self-education.
2

ГОТОВНІСТЬ МАЙБУТНЬОГО ВЧИТЕЛЯ ФІЗИКИ ДО ФОРМУВАННЯ В УЧНІВ ЗНАНЬ ПРО НАНОТЕХНОЛОГІЇ

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Величко С., Іваній В., Мороз І., Ткаченко Ю.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
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issue 6(60)
3-14
EN
The article reveals the specific methodological training of physics teachers to the development of students’ knowledge about nanotechnology on the basis of the analysis of experience of foreign countries.In the article the category of readiness of the teacher of physics to form nanophysics technological students’ knowledgeis determined as the personal formation of the future teacher that includes the totality of professional competence aimed at the development of nanophysics technological students’ knowledge and their positive motivation on the future scope of activity in the field of nanotechnology. From an assessment position oftheachievedlevelofprofessionalismasanintegratedindicatorofformationofspecialprofessionalcompetencethefollowingcomponentsof thephysics teacher’sreadinesstoformnanotechnologicalstudents’ knowledge are highlighted: scientificandtechnical, subjectandeducational, information and technological. Scientificandtechnical component includes the knowledge of nanophysics, ways and methods of integrating content in the field of nanotechnology, environmental aspects of development of nanotechnology. Subjectandeducational component includes the ability to master professional and pedagogical skills which are necessary for the implementation of the process of teaching nanotechnology, development of value attitude in teachers to the experience of the creative professional activities, readiness to use the experience of the creative professional activities and development of students’ positive motivation on the future scope of activity in the field of nanotechnology. Informationandtechnological component includes the ability to master the basics of designing and implementing the learning process of students the basics of nanotechnology, using in their professional activities of Information Technologies, measuring methods based on the use of nanotechnology tools. The prospects for further research are seen in the search of the ways of including nanophysics technological knowledge in the courses of general and theoretical physics which are studied at the pedagogical universities in preparing future physics teachers to the activities in the field of learning the basics of nanosciences and nanotechnology.
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