Fizikas praktisko uzdevumu vizualizācija tēmas „Elektrība” apguvē vidusskolā 11.klasē
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Latvijas Universitāte
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Abstract
Diplomdarbā „Vidusskolas fizikas uzdevumu vizualizācija 11.klases tēmā „Elektrība” ” autore veic pētījumu ar vidusskolas skolēnu grupu. Stundās tiek izmantoti ar interaktīvās tāfeles rīkiem sagatavoti vizuāli uzdevumi. Izpētīti ir dažādi uzdevumu veidi, sagatavoti uzdevumu piemēri. Pēc temata noslēguma pārbaudes darba uzrakstīšanas, veikta rezultātu analīze, salīdzināti iegūtie vērtējumi ar citu tematu vērtējumiem.
Pētījuma rezultātā ir izveidojies priekšstats par interaktīvās tāfeles kā mācību uzdevumu veidošanas rīku. Apzinātas tāfeles vienkāršākās rīku komandas vizuālo uzdevumu veidošanā. Sagatavoti metodiskie materiāli, kurus var izmantot turpmākajā darbā. Veiktais pētījums un izstrādātie materiāli, interesanti varētu būt studentiem, apgūstot fizikas uzdevumu veidošanas metodiku un SmartBoard
In diploma paper „Visualization of tasks in physics in the acquisition of the theme „Electricity” in grade 11 in secondary school”the author makes research with senior year students` group. There are used visual tasks on interactive board. There are studied different tasks and examples. In final stage there is a test, the analises of results and comparison with other themes` results. In research there is a questionnaire where investigated group answers about the tasks and work on interactive board and express their attitude towards acquisition. The results of the research show that the group results in theme final test are better because there are no underestimated marks. The research and materials could be interesting to students acknowledging the methodology of making tasks in physics and investigation of Smartboard 680 functions. The author can continue the research in other classes and improve the materials.
In diploma paper „Visualization of tasks in physics in the acquisition of the theme „Electricity” in grade 11 in secondary school”the author makes research with senior year students` group. There are used visual tasks on interactive board. There are studied different tasks and examples. In final stage there is a test, the analises of results and comparison with other themes` results. In research there is a questionnaire where investigated group answers about the tasks and work on interactive board and express their attitude towards acquisition. The results of the research show that the group results in theme final test are better because there are no underestimated marks. The research and materials could be interesting to students acknowledging the methodology of making tasks in physics and investigation of Smartboard 680 functions. The author can continue the research in other classes and improve the materials.