{"id":2274,"date":"2020-12-13T20:42:26","date_gmt":"2020-12-13T18:42:26","guid":{"rendered":"http:\/\/www.edutechjournal.org\/?page_id=2274"},"modified":"2021-01-06T10:24:07","modified_gmt":"2021-01-06T08:24:07","slug":"paper20-35","status":"publish","type":"page","link":"https:\/\/www.edutechjournal.org\/?page_id=2274&lang=en","title":{"rendered":"paper20-35"},"content":{"rendered":"

DOI:\u00a0http:\/\/doi.org\/10.26883\/2010.201.2274<\/a><\/p>\n

US\u0415 OF \u0415DUCATIONAL PHOTOGRAPHS IN TEACHING PHYSICS IN SECONDARY SCHOOL<\/h6>\n

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

\u0418\u0417\u041f\u041e\u041b\u0417\u0412\u0410\u041d\u0415 \u041d\u0410 \u0424\u041e\u0422\u041e\u0413\u0420\u0410\u0424\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. \u0425\u0438\u043b\u0435\u043d\u0434\u0430\u0440\u0441\u043a\u0438\u201c, \u041f\u043b\u043e\u0432\u0434\u0438\u0432<\/p>\n

Abstract<\/strong>: Physical objects, phenomena, laws and theories are studied in high school physics. They can be\u00a0<\/em>presented through various visual aids such as experiments, diagrams, graphics, photographs, videos and more.\u00a0<\/em>Our focus is on educational photographs as a means of visualizing physical objects and phenomena. Educational\u00a0<\/em>photographs\u2019 merits are presented. They can be used in all types of physics lessons. For example, lessons\u00a0<\/em>for new knowledge or solving problems, laboratory or seminar lesson. Important didactic functions that\u00a0<\/em>they perform are considered such as illustrating of physical objects, technical application of studied laws and\u00a0<\/em>phenomena, solving problems during the lesson or for independent work and creating problematic situations.\u00a0<\/em>The emphasis is on the so-called photo tasks, which solution can be realized with the help of an interactive\u00a0<\/em>whiteboard. The use of digital photography in physical educational experiment is also considered. A model of\u00a0<\/em>the activity of the teacher and the students in conducting physics laboratory work is proposed. A methodology\u00a0<\/em>for using digital photography in physics demonstration experiment is presented.<\/em><\/p>\n

Keywords<\/strong>: educational photographs, methodology, teaching physics<\/em><\/p>\n

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

    \n
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  5. Savchenko, V.I. O laboratornoy rabote \u201cIzuchenie trekov zaryazhennyih chastits po gotovyim fotografiyam,Fizika v shkole, , br. 2, 1985, str. 78-80<\/li>\n
  6. Katsarova, K., Jh. Raykova. Edna vazmojnost za provejdane na praktichesko zanyatie po fizika naelementarnite chastitsi v deseti klas chrez izpolzvane na fotografii ot mehurchesta kamera, 39 Nacionalnakonferenciya po vaprosite na obuchenieto po fizika, 2011<\/li>\n
  7. Abdulov, R.M., O.G.Nadeeva. Metodicheskie priemyi izucheniya sovremennyih audiovizualy sredstv i ihispolyzzovanie v obuchenii fizike, Pedagogicheskoe obrazovanie v Rossii, br. 3, 2011, str. 109-119<\/li>\n
  8. Ivanov, D., S. Nikolov, H. Petrova. Testing Bernnoulli,s law, Physics education 49 (4), 436-442, 2014<\/li>\n<\/ol>\n
    READ FULL PAPER<\/a><\/h6>","protected":false},"excerpt":{"rendered":"

    DOI:\u00a0http:\/\/doi.org\/10.26883\/2010.201.2274 US\u0415 OF \u0415DUCATIONAL PHOTOGRAPHS IN TEACHING PHYSICS IN SECONDARY SCHOOL Hristina Georgieva Petrova, Plovdiv University Paisij Hilendarski, Plovdiv \u0418\u0417\u041f\u041e\u041b\u0417\u0412\u0410\u041d\u0415 \u041d\u0410 \u0424\u041e\u0422\u041e\u0413\u0420\u0410\u0424\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. \u0425\u0438\u043b\u0435\u043d\u0434\u0430\u0440\u0441\u043a\u0438\u201c, \u041f\u043b\u043e\u0432\u0434\u0438\u0432 Abstract: Physical objects, phenomena, laws and theories are studied in high school physics. They can be\u00a0presented through various visual […]<\/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\/2274"}],"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=2274"}],"version-history":[{"count":6,"href":"https:\/\/www.edutechjournal.org\/index.php?rest_route=\/wp\/v2\/pages\/2274\/revisions"}],"predecessor-version":[{"id":2728,"href":"https:\/\/www.edutechjournal.org\/index.php?rest_route=\/wp\/v2\/pages\/2274\/revisions\/2728"}],"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=2274"}],"wp:term":[{"taxonomy":"wf_page_folders","embeddable":true,"href":"https:\/\/www.edutechjournal.org\/index.php?rest_route=%2Fwp%2Fv2%2Fwf_page_folders&post=2274"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}