This article describes the possibilities for applying the historical and biographical approaches during the blended physics courses taught by using the original electronic training courses. This article provides the original e-learning modules that were applied during the Pedagogical Education course at the Kazan Federal University in 2016-2017 and 2017-2018. The training process was based on several different thematic blocks. Survey was conducted after the success testing. This survey has revealed that the historical and biographical approaches to teaching physics by means of the MOODLE LMS allow the teachers to increase the interest not only to this course, but also to the history of its development. In percentage terms, 39.7% of students have noted an increased level of motivation for independent activity. The original online courses will come in handy to design new physics curricula for online teaching and learning in other countries.
The goal of the paper is to define the place and role of the technology of problem-based learning in demonstrating physical phenomena and processes to junior schoolchildren within a framework of the Child University and InteLSummer projects of Elabuga Institute of Kazan Federal University for higher interest in learning physics -a science about nature. The method is the technology of problem-based learning. Children face a certain problem, which is a cognitive task, and students (themselves or assisted by a teacher) investigate the ways and methods to solve it. We can use the elements of problem-based technology (creation of a problem, joint scientific learning, and primary reinforcement of the obtained knowledge) in teaching junior schoolchildren. Results: we considered the ways of creating particular problem situations with both a teacher and, most importantly, children participating in their solution on the example of a cycle of laboratory and practical classes devoted to electrical and magnetic phenomena. In the end, the experience of applying the technology of problem-based learning has shown that children's participation in looking for the ways to solve a learning problem supports a cognitive interest of junior schoolchildren in the study of physical phenomena. The participation of pedagogical university students -future teachers -in the Child University and Intel Summer projects is a perspective form of a practice-oriented approach to future professional activity.
<span lang="EN-US">Studying physics and many related disciplines at all education levels includes not only learning the theoretical material, but also the formation of skills and abilities to apply the knowledge gained in practice. This occurs mainly during laboratory work when students directly contact with specific laboratory equipment. With the forced transition to distance learning due to the development of the COVID-19 pandemic, the main difficulties in many universities arose precisely during the implementation of laboratory workshops. This study analyzed the possibilities of modern digital teaching aids for the effective remote implementation of a laboratory workshop in physics and related disciplines. The study was carried out on the basis of the Elabuga Institute of the Kazan Federal University. There were 79 students took part in the experiment (second and third-year students). The results showed that a well-arranged combination of various digital tools and technologies makes it possible to effectively implement laboratory works in physics and electrotechnical disciplines in a distance learning format. The research results are useful for university teachers using distance learning technologies in laboratory work in natural science disciplines.</span>
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