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The use of history for the formation of learners’ interest in physics

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Korsun I.
International Journal of Pedagogy, Innovation and New Technologies
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2017
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vol. 4(2)
76-83
EN
The aim of this article is a creation of general method of using the historical material for the formation of learners’ interest in physics. The learner will be not able to understand the educational material, if the learner doesn’t feel the need to study it. In this way, it is necessary to develop the learners’ interest. The history of physics has a great potential for the formation of learners’ interest in physics. The forms of the historical material in physics teaching have been defined. These are historical views, descriptions of experiments, tasks with historical content, demonstration of models of historical devices, biographies of scientists. Results proved that the appropriate forms of historical material increase the level of learners’ interest in physics. Every science has its own history. Therefore, this general method can be used in the teaching of other sciences.
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ПСИХОЛОГО-ПЕДАГОГІЧНІ ОСНОВИ ДИФЕРЕНЦІЙОВАНОГО НАВЧАННЯ ФІЗИКИ В ЗАГАЛЬНООСВІТНІХ НАВЧАЛЬНИХ ЗАКЛАДАХ

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Олександр Ц.
Педагогічні науки: теорія, історія, інноваційні технології
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2017
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issue 2(66)
309-319
EN
Place of work: National М. P. Dragomanov pedagogical university, Ukraine Individual and differentiated approaches in teaching are necessary to use all potential possibilities of the students and develop them, taking into account individual peculiarities. The humane attitude toward a student will bemanifested in this way. The students need to be helped, rather than “pushed” or “pulled” in order to reveal their potential abilities.Afavorable environment and comfort must be created for each student. And it is possible only when their individual features are taken into consideration. The article demonstrates that propaedeutic preparation for the lessons-seminars and the lessons-conferences is more effective and more efficient when didactic games are widely and systematicaly used in the 7 - 9 forms to solve a number of important tasks - to create the emotional mood of the class; to favor all students’ readiness for active intellectual activity; to discipline students, to bring up feeling of responsibility; to cause mental activitywithout causing mental fatigue; to train every student to coordinate their actions with the actions of all the class; to culcate skills of self-control, work with additional informative sources, to develop fresh thinking. For scientific organization of an educational process a teacher needs to have not only good knowledge of theoretical physics and methods of its teaching, but also general psychological laws of teaching and learning processes, mastering knowledge, and developing abilities and skills of logical and dialectical thinking. Fundamental knowledge of psychological patterns of the process of integrated personality forming, ability to regard the age and individual differences of students’ mental development (such as student’s personality orientation including interests, inclinations and capabilities,attitude to learning, work, collective and himself; volitional and emotional qualities that include independence of thoughts and actions, initiative, persistence, dedication, level of emotional disturbed, the power and depth of emotional experiences, stability and direction of feelings; features of cognitive activity and mental development of students including attention, memory, thinking, speech, imagination, capabilities) are very important.
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The Impact of Implementation of Simple Experiments on the Pupils’ Positive Attitude in Learning Science Contents in Primary School

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Obadović D. Ž., Rančić I., Cvjetićanin S., Segedinac M.
The New Educational Review
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2013
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vol. 34
138-150
EN
This paper presents research that has been carried out to analyze a relation between implementation of simple experiments in teaching sciences, and pupils’ positive attitude towards learning physics. Investigation was conducted on a random sample of 495 sixth – and seventh-grade pupils from primary schools in Novi Sad. The obtained results are statistically treated. Analysis of results shows that the use of simple experiments for a particular case is related to pupils’ attitude toward learning physics. Also, it is shown that approximately twice higher percentage of pupils that were taught with the use of hands-on experiments like to learn science than pupils who were taught with the use of demonstration experiments or without experiments. They do not learn by heart, they understand science and it helps them to develop a scientific world view that makes it easier for them to find their way in today’s world.
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