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Эффективность Преподавания Физики Через Призму Субъективной Оценки Умственных Усилий Учащихся

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  • Радулович Б.
  • Стоянович М.

Abstract

Бранка Радулович - PhD, младший научный сотрудник кафедры физики научного факультета Нови-Садского университета. E-mail: branka.radulovic@df.uns.ac.rsМайя Стоянович - PhD, профессор кафедры физики научного факультета Нови-Садского университета. E-mail: maja.stojanovic@ df.uns.ac.rsАдрес: Трг Доситея Обрадовича 3, г. Нови Сад, Республика Сербия.Основная цель исследования - определить, как методика преподавания физики влияет на успеваемость и субъективно воспринимаемую когнитивную нагрузку у учеников средней школы при изучении темы "Механика текучих сред". Сравнивается эффективность трех наиболее распространенных подходов к преподаванию физики в Сербии: обучение с проведением проблемно-лабораторных занятий, обучение с применением интерактивного компьютерного моделирования и традиционный метод обучения. Исследование проводилось в шести классах гимназии с углубленным изучением естественных наук и математики в г. Нови Сад. Выборку составили 187 учащихся (средний возраст 16 лет). Выявлена связь между методом преподавания, с одной стороны, и успеваемостью школьников и субъективной оценкой умственных усилий, затрачиваемых учащимися, - с другой. Школьники, изучавшие материал на проблемно-лабораторных занятиях и с помощью интерактивного компьютерного моделирования, лучше справились с итоговым тестом и затратили меньше умственных усилий на усвоение материала по сравнению с учащимися, которым преподавали тот же материал традиционным методом. Авторы делают вывод, что эффективность обучения и вовлеченность школьников в учебный процесс при использовании методов проблемно-лабораторных занятий и интерактивного компьютерного моделирования выше, чем при традиционном преподавании.

Suggested Citation

  • Радулович Б. & Стоянович М., 2019. "Эффективность Преподавания Физики Через Призму Субъективной Оценки Умственных Усилий Учащихся," Вопросы образования // Educational Studies Moscow, National Research University Higher School of Economics, issue 3, pages 152-175.
    • Handle: RePEc:scn:voprob:2019:i:3:p:152-175
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    References listed on IDEAS

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    1. Schwerdt, Guido & Wuppermann, Amelie C., 2011. "Is traditional teaching really all that bad? A within-student between-subject approach," Economics of Education Review, Elsevier, vol. 30(2), pages 365-379, April.
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