Use of ICT for Modelling Physical Problems in Pre-Service Mathematics Teacher Training

Kód výsledku v IS VaVaI

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Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Use of ICT for Modelling Physical Problems in Pre-Service Mathematics Teacher Training

Popis výsledku v původním jazyce

The ways to getting to know the surrounding world are observation, measuring and experimenting. These empirical methods represent the basis of science education. The subsequent steps are generalization of the gained knowledge and construction of a theoretical model of the studied phenomenon. Observation informs us that an apple falls from the tree to the ground, experimenting and measuring gives us more information on its acceleration during the fall. Subsequently we can create a mathematical model that describes this phenomenon. The phenomenon can be encrypted in the formula. The created model describes the studied phenomenon only with a limited accuracy. The limiting factors are the accuracy and amount of measured data (accuracy of determination of the invariable of gravity g), the number of aspects influencing the situation (e.g. disregarding drag) and the intricacy of the mathematical apparatus needed for the construction of the model (the model cannot be applied to falls from big heights). However, in order to answer questions of practical nature, an approximate, sufficiently accurate model will do. Computer technology allows creation of numerical models that simulate the particular situation with sufficient accuracy without the need to describe the solution in mathematical terms. If we want to introduce pupils to these solutions, teachers have to be trained to it. It is not enough for a teacher to have the theoretical knowledge needed for creation of the given numerical model. They must also know and be able to use the software that enables the creation of the needed simulation. That is why two new subjects were introduced into pre-service mathematics teacher training at Faculty of Education, Charles University - Physics for mathematics teachers and Mathematical software and numerical methods. In these subjects, students learn to model physical phenomena using computer technology.

Název v anglickém jazyce

Use of ICT for Modelling Physical Problems in Pre-Service Mathematics Teacher Training

Popis výsledku anglicky

The ways to getting to know the surrounding world are observation, measuring and experimenting. These empirical methods represent the basis of science education. The subsequent steps are generalization of the gained knowledge and construction of a theoretical model of the studied phenomenon. Observation informs us that an apple falls from the tree to the ground, experimenting and measuring gives us more information on its acceleration during the fall. Subsequently we can create a mathematical model that describes this phenomenon. The phenomenon can be encrypted in the formula. The created model describes the studied phenomenon only with a limited accuracy. The limiting factors are the accuracy and amount of measured data (accuracy of determination of the invariable of gravity g), the number of aspects influencing the situation (e.g. disregarding drag) and the intricacy of the mathematical apparatus needed for the construction of the model (the model cannot be applied to falls from big heights). However, in order to answer questions of practical nature, an approximate, sufficiently accurate model will do. Computer technology allows creation of numerical models that simulate the particular situation with sufficient accuracy without the need to describe the solution in mathematical terms. If we want to introduce pupils to these solutions, teachers have to be trained to it. It is not enough for a teacher to have the theoretical knowledge needed for creation of the given numerical model. They must also know and be able to use the software that enables the creation of the needed simulation. That is why two new subjects were introduced into pre-service mathematics teacher training at Faculty of Education, Charles University - Physics for mathematics teachers and Mathematical software and numerical methods. In these subjects, students learn to model physical phenomena using computer technology.

Druh

D - Stať ve sborníku

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2018

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

Proceedings of the European Conference on e-Learning, ECEL

ISBN

978-1-912764-07-5

ISSN

2048-8637

e-ISSN

neuvedeno

Počet stran výsledku

7

Strana od-do

205-211

Název nakladatele

Academic Conferences and Publishing International Limited

Místo vydání

Reading

Místo konání akce

Athens

Datum konání akce

1. 11. 2018

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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