Physics Experiment as a Dominant Educational Element
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F62690094%3A18470%2F19%3A50016270" target="_blank" >RIV/62690094:18470/19:50016270 - isvavai.cz</a>
Výsledek na webu
<a href="http://dx.doi.org/10.1063/1.5124768" target="_blank" >http://dx.doi.org/10.1063/1.5124768</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1063/1.5124768" target="_blank" >10.1063/1.5124768</a>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
Physics Experiment as a Dominant Educational Element
Popis výsledku v původním jazyce
Abstract. Physics experiment is one of the most important motivational and educational elements in the teaching of physics. In all of its forms it fulfils irreplaceable roles in school education: it makes learning more attractive to pupils, creates a space for their activity, engages pupils deeper in the process and ultimately contributes to the development of their physics thinking. Last but not least, physics experiments also promote development of social links between pupils and development of the necessary competences (communicative, social, cooperative, etc.). The presented case study answers questions whether the physics experiment brings the expected effects, whether it is beneficial in lessons and whether the use of physics experiments increases the understanding of the problem. To obtain answers to these research questions the methods of both qualitative and quantitative methodology were used. Specifically, questionnaire surveys, video surveys and analyses using the FIAS categorization system. The base data was processed using the usual statistical procedures.
Název v anglickém jazyce
Physics Experiment as a Dominant Educational Element
Popis výsledku anglicky
Abstract. Physics experiment is one of the most important motivational and educational elements in the teaching of physics. In all of its forms it fulfils irreplaceable roles in school education: it makes learning more attractive to pupils, creates a space for their activity, engages pupils deeper in the process and ultimately contributes to the development of their physics thinking. Last but not least, physics experiments also promote development of social links between pupils and development of the necessary competences (communicative, social, cooperative, etc.). The presented case study answers questions whether the physics experiment brings the expected effects, whether it is beneficial in lessons and whether the use of physics experiments increases the understanding of the problem. To obtain answers to these research questions the methods of both qualitative and quantitative methodology were used. Specifically, questionnaire surveys, video surveys and analyses using the FIAS categorization system. The base data was processed using the usual statistical procedures.
Klasifikace
Druh
D - Stať ve sborníku
CEP obor
—
OECD FORD obor
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Návaznosti výsledku
Projekt
—
Návaznosti
S - Specificky vyzkum na vysokych skolach
Ostatní
Rok uplatnění
2019
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název statě ve sborníku
DIDFYZ 2019: Formation of the Natural Science Image of the World in the 21st Century
ISBN
978-0-7354-1897-4
ISSN
0094-243X
e-ISSN
1551-7616
Počet stran výsledku
6
Strana od-do
"Article number 030024"
Název nakladatele
AIP Publishing LLC
Místo vydání
Melville, New York, 2019
Místo konání akce
Terchova, Slovakia
Datum konání akce
9. 10. 2019
Typ akce podle státní příslušnosti
EUR - Evropská akce
Kód UT WoS článku
—