{"id":2270,"date":"2020-12-13T20:36:42","date_gmt":"2020-12-13T18:36:42","guid":{"rendered":"http:\/\/www.edutechjournal.org\/?page_id=2270"},"modified":"2021-01-06T10:08:44","modified_gmt":"2021-01-06T08:08:44","slug":"paper20-34","status":"publish","type":"page","link":"https:\/\/www.edutechjournal.org\/?page_id=2270&lang=en","title":{"rendered":"paper20-34"},"content":{"rendered":"

DOI:\u00a0http:\/\/doi.org\/10.26883\/2010.201.2270<\/a><\/p>\n

MODELING USING PHET SIMULATIONS IN TEACHING PHYSICS AT SECONDARY SCHOOL<\/h6>\n

Hristina Georgieva Petrova, Plovdiv University Paisij Hilendarski, Plovdiv<\/p>\n

\u041c\u041e\u0414\u0415\u041b\u0418\u0420\u0410\u041d\u0415 \u0421 PHET \u0421\u0418\u041c\u0423\u041b\u0410\u0426\u0418\u0418 \u0412 \u041e\u0411\u0423\u0427\u0415\u041d\u0418\u0415\u0422\u041e \u041f\u041e \u0424\u0418\u0417\u0418\u041a\u0410 \u0412 \u0421\u0420\u0415\u0414\u041d\u041e\u0422\u041e \u0423\u0427\u0418\u041b\u0418\u0429\u0415<\/h6>\n

\u0425\u0440\u0438\u0441\u0442\u0438\u043d\u0430 \u0413\u0435\u043e\u0440\u0433\u0438\u0435\u0432\u0430 \u041f\u0435\u0442\u0440\u043e\u0432\u0430, \u041f\u0423 \u201e\u041f\u0430\u0438\u0441\u0438\u0439 \u0425\u0438\u043b\u0435\u043d\u0434\u0430\u0440\u0441\u043a\u0438\u201c, \u041f\u043b\u043e\u0432\u0434\u0438\u0432<\/p>\n

Abstract<\/strong>: A particularly important aspect of learning physics is using models of physical objects, processes\u00a0<\/em>and phenomena. Modeling is an important component of learning and cognitive activity. This determines its importance\u00a0<\/em>for the formation and development of students\u2019 knowledge and skills.\u00a0<\/em>The Physics Education Technology (PhET) project creates useful simulations for teaching and learning physics\u00a0<\/em>and makes them freely available on the PhET web site: http:\/\/phet.colorado.edu The simulations are interactive,\u00a0<\/em>animated and visual.\u00a0<\/em>Some ideas for their using in physics education are presented. They can be used in various of ways, including\u00a0<\/em>demonstration experiment as part of lecture, student group work or individual worksheets, homework assignments\u00a0<\/em>or labs.\u00a0<\/em>The possibility for using simulations in remote education is considered. Students are given interactive assignments.\u00a0<\/em>They include interactive problems in the form of computer simulation and questions related to it.\u00a0<\/em>The students work with data which they analyze and present tabular and graphically. This approach suggest activities\u00a0<\/em>based on enquiry. In result their motivation and interest in physics increases.\u00a0<\/em><\/p>\n

Keywords<\/strong>: physics education technology (PhET), simulations, teaching physics<\/em><\/p>\n

References:<\/strong><\/p>\n

    \n
  1. Radev, P. Didaktika i istoriya na uchilishtnoto obuchenie, Universitetsko izdatelstvo \u201cPaisiy Hilendarski\u201d,Plovdiv 1996<\/li>\n
  2. \u041aoshkarova, T.A., Uroki fiziki integrirovannyie s IKT, Fizika v shkole, br. 6, 2010, 49-54<\/li>\n
  3. Nikiforov, G.G., Kompyyuternyiy eksperiment v kyrse fiziki sredney shkolyi: budem ostorojnyiy, Fizika vshkole, br. 7, 2008, 6-8<\/li>\n
  4. Sergeev, S.I., L.A.Isachenkova. G.V. Palychik, I. E. Slesary, Ispolyzovanie novyix kompyyuternyihinstrumentov pri izuchenii mehaniki, Fizika v shkole, br. 7, 2008, 8-13<\/li>\n
  5. Wieman C., K. Perkins, Transforming physics education, Phys. Today, Nov. 2005, 36-41<\/li>\n<\/ol>\n
    READ FULL PAPER<\/a><\/h6>","protected":false},"excerpt":{"rendered":"

    DOI:\u00a0http:\/\/doi.org\/10.26883\/2010.201.2270 MODELING USING PHET SIMULATIONS IN TEACHING PHYSICS AT SECONDARY SCHOOL Hristina Georgieva Petrova, Plovdiv University Paisij Hilendarski, Plovdiv \u041c\u041e\u0414\u0415\u041b\u0418\u0420\u0410\u041d\u0415 \u0421 PHET \u0421\u0418\u041c\u0423\u041b\u0410\u0426\u0418\u0418 \u0412 \u041e\u0411\u0423\u0427\u0415\u041d\u0418\u0415\u0422\u041e \u041f\u041e \u0424\u0418\u0417\u0418\u041a\u0410 \u0412 \u0421\u0420\u0415\u0414\u041d\u041e\u0422\u041e \u0423\u0427\u0418\u041b\u0418\u0429\u0415 \u0425\u0440\u0438\u0441\u0442\u0438\u043d\u0430 \u0413\u0435\u043e\u0440\u0433\u0438\u0435\u0432\u0430 \u041f\u0435\u0442\u0440\u043e\u0432\u0430, \u041f\u0423 \u201e\u041f\u0430\u0438\u0441\u0438\u0439 \u0425\u0438\u043b\u0435\u043d\u0434\u0430\u0440\u0441\u043a\u0438\u201c, \u041f\u043b\u043e\u0432\u0434\u0438\u0432 Abstract: A particularly important aspect of learning physics is using models of physical objects, processes\u00a0and phenomena. Modeling is […]<\/p>\n","protected":false},"author":3,"featured_media":0,"parent":1992,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":[],"wf_page_folders":[42],"_links":{"self":[{"href":"https:\/\/www.edutechjournal.org\/index.php?rest_route=\/wp\/v2\/pages\/2270"}],"collection":[{"href":"https:\/\/www.edutechjournal.org\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.edutechjournal.org\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.edutechjournal.org\/index.php?rest_route=\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/www.edutechjournal.org\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=2270"}],"version-history":[{"count":3,"href":"https:\/\/www.edutechjournal.org\/index.php?rest_route=\/wp\/v2\/pages\/2270\/revisions"}],"predecessor-version":[{"id":2718,"href":"https:\/\/www.edutechjournal.org\/index.php?rest_route=\/wp\/v2\/pages\/2270\/revisions\/2718"}],"up":[{"embeddable":true,"href":"https:\/\/www.edutechjournal.org\/index.php?rest_route=\/wp\/v2\/pages\/1992"}],"wp:attachment":[{"href":"https:\/\/www.edutechjournal.org\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=2270"}],"wp:term":[{"taxonomy":"wf_page_folders","embeddable":true,"href":"https:\/\/www.edutechjournal.org\/index.php?rest_route=%2Fwp%2Fv2%2Fwf_page_folders&post=2270"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}