Educational Process Organization of Bachelors in Physics of Pedagogical Course Using Interactive Learning Forms

Abstract

The urgency of the problem specified in the article stems from the fact that within the scope of transition to Federal State Educational Standards of the third generation and to a new Unified Standard for Teachers, preparation of academically flexible teachers who will possess a certain scope of knowledge both in the subject area and in the allied sciences and well-versed in new achievements of various sciences, becomes a particularly important task. They should face professional problems and be able to independently develop and implement new active teaching methods and techniques in the educational process meeting the presentday needs of educational institutions. The purpose of the article is to study interactive forms application in the process of training of future physics teachers. Interactive teaching methods providing interaction not only between teachers and students, but also between students consist in giving opportunity to students of all-round education in the chosen field of study. The key methods of the research are theoretical analysis of pedagogical literature providing an overview of learning technologies' development and interactive teaching methods survey as applied to bachelor's students majoring in pedagogy. The core results of the research consist in describing the use of some interactive learning methods. They make it possible to organize practice-oriented educational process, assess students' knowledge quality in the subject area, as well as evaluate the level of students' basic professional competencies in accordance with the requirements of the Unified Standard for teachers.

The Use of Digital Laboratory Work in Quantum Physics in the Process of Learning Physics Teachers

“…The methodological basis for the use of personal computers in the system of physical experiment was solved at different times (Voronin & Chudinsky, 1999;Stepanov & Smirnov, 2010;Pospiech & Schöne, 2011;Antonova, Ospennikova & Ospennikov, 2012) and others. Particular issues of using computers in demonstration and laboratory experiments were also solved (Shamalo, 1999;Starovikov, 2002;Fiolhais & Trindade, 2003;Mayer, 2009;Ospennikova, 2011;Danilov, 2015;Akhmedova et al, 2015;Garnaeva, Nizamova, Shigapova, 2018;Garnaeva et al, 2019;Skvortsov et al, 2019) and others.…”

Formation Of Skills To Visualize Of Future Physics Teacher: Results Of The Pedagogical Experiment

“…-the study of specific topics in physics, in particular: the peculiarities of studying the topic "Magnetic forces" using multimedia tools ; the study through the integration of the case-method and digital technologies to develop students' creative abilities on the example of "Optics" course (Ramankulov et al, 2020); -features of organizing and conducting a physical experiment based on virtual laboratories, in particular: performing in a virtual physical laboratory in order to form metacognitive skills of future specialists (Yusuf & Widyaningsih, 2020); the problem of choosing a virtual laboratory and mastering the process of training in it (Kassenova, 2017); the use of virtual physics laboratories to conduct physics training experiments for future engineers (Mircik & Saka, 2018); the use of an innovative 3D virtual reality learning environment designed to assist students in studying and teachers in explaining the various physical processes (Grivokostopoulou et al, 2017); the impact of the using of virtual laboratories on enhancing the creative abilities of future physics teachers (Gunawan et al, 2017); the using of visual models to accompany the training in optics from the standpoint of the quantum nature of light with consistent analysis of classical and modern experiments (Malgieri et al, 2014); -usage of different technologies, forms, and methods of teaching, in particular: features of the usage of interactive forms of teaching in the preparation of physics teachers (Garnaeva et al, 2019); blended learning features for future physicists and physics teachers using the Moodle platform (Krasnova & Shurygin, 2019); features of implementing active ICT-based training with millisecond resolution to support physical learning (movement, momentum, etc.) (Kobayashi & Okiharu, 2009);…”