POSSIBILITIES OF APPLICATION OF COMPUTER SIMULATION IN THE PROCESS OF SELF-ACTUALIZATION OF A COMPUTER SCIENCE TEACHER IN THE MODERN EDUCATIONAL SPACE
© 2016 E. I. Travkin
cand. ped. Sciences, Associate Professor of the Department of Computer Technologies and Informatization of Education e-mail: e [email protected] en
Kursk State University
The article presents the possibilities of using computer modeling as one of the methods for implementing self-actualization of a computer science teacher at all levels of the higher education system, the characteristics of computer modeling as an effective method of cognition in an information educational environment. In the paper, a special place is given to the description of the principles of teaching computer modeling and the stages of computer modeling, the implementation of which contributes to the self-actualization of computer science teachers.
Key words: computer simulation method, model, professional self-actualization of an informatics teacher, multilevel system of higher education, professional training.
One of the most important trends in modern vocational education is informatization, which allows bringing the educational process to a new qualitative level and revealing the potential of teaching staff in a new way in modern socio-cultural conditions. The modern rapidly changing and rapidly developing information environment makes great demands for the self-actualization of a modern computer science teacher.
State program of the Russian Federation " Information society(2011-2020)" and the National Doctrine of Education of the Russian Federation until 2025 emphasize the need for significant changes regarding possible methods for modernizing the existing educational process in various fields based on the use of information technology.
One of the most effective methods training in modern conditions of modernization of the educational system is the use of computer simulation. Computer modeling is a fairly universal research method in various subject areas of modern science. Computer modeling is understood as a research method based on the construction and study of a computer model of an object or process [Pikalov 2010]. The main specific feature of computer simulation is the possibility of its use for a holistic study of the object under study.
When creating and studying a computer model, the process of displaying and reproducing an analogue or substitute object of a real-life or projected system and process takes place, not only the structure, elements, properties are revealed, but also the relationships and relationships between elements and the external environment. Computer modeling, representing a kind of modeling, allows you to describe the system or process under study only with a certain degree of approximation to reality, taking into account existing relationships and
patterns between the main components of the original object. The end result of computer simulation is to obtain quantitative and qualitative characteristics necessary for the analysis of the systems or processes under study, decision-making on their optimization and modernization, predicting behavior in various conditions.
Modeling can be defined as one of the main methods of cognition, which is a form of reflection of reality and consists in clarifying or reproducing certain properties of real objects, objects and phenomena using other objects, processes, phenomena, or using an abstract description in the form of an image, plan, maps, sets of equations, algorithms and programs [Biryukov, Gasteev, Geller 1974].
A future computer science teacher should be able to realize his personal and professional potential in relation to the content and theoretical aspects of professional activity. The adequacy of modern pedagogical methods ensures the productivity of self-actualization. Wide opportunities in solving problems of self-actualization are provided by the method of computer simulation.
Self-actualization is a factor that ensures the competitiveness of a modern computer science teacher, expanding his personal and professional potential in the face of constantly changing complex tasks in the modern educational space.
Self-actualization is the main topical problem of higher education. "Self-actualization" (from the Latin asShaNB - real, real) is considered as a person's desire for the fullest possible identification and development of their personal capabilities [Karpenko 1985].
Professional self-actualization determines the effectiveness of the formation and development of a future computer science teacher in the process of solving increasingly complex problems at various levels of modern education: in specialized classes (information technology), in secondary vocational education, in the system of teaching undergraduate and graduate students, in the system of additional professional education.
The organization of the learning process based on computer simulation, aimed at self-actualization of a computer science teacher, is based on a system of didactic principles that are reflected in the works of classical and modern authors - I.P. Podlasogo, Yu.K. Babansky, L.V. Zankova, V.A. Slastenina, and others. All didactic principles represent a single system and are aimed at achieving educational, cognitive, developmental tasks, the solution of which contributes to the comprehensive self-actualization of an informatics teacher at various stages of his formation and development. A system of defining principles for the implementation of computer modeling in the process of self-actualization of a future teacher of informatics, which reflect the main patterns of the educational process, has been revealed. It seems appropriate to highlight the following principles in the process of self-actualization of the future teacher:
1) the principle of scientific character, which provides for the use in educational process the latest achievements in the field of application of computer modeling for the organization of research and research activities of students;
2) the principle of accessibility, which implies the adequacy of the studied material to the age and individual characteristics of students and the level of their theoretical and practical training;
3) the principle of visibility, which ensures the construction of a computer model in a visual form that most adequately reveals the essential connections and relationships of the systems or processes under study;
4) the principle of systematicity, which involves consideration various kinds competencies, acquired knowledge and formed skills in the system of building all training courses and the entire content of training as systems that are included in each other and in the general system of information culture, and requires a rational division of educational material into semantic fragments and stepwise mastery of them with constant reference to whole;
5) the principle of succession, which consists in planning the content that develops in an ascending line, where each new knowledge relies on the previous one and follows from it;
6) the principle of connection between theory and practice, which implies that the knowledge acquired by students interacts with life, is applied in practice, used to study, cognize and transform the surrounding processes and phenomena; awareness of the importance of acquired knowledge contributes to an increase in interest in learning, which positively affects the motivation and effectiveness of educational activities;
7) the principle of activity, which provides for a clear understanding of the studied educational material. To organize the active assimilation of knowledge by students and the development of independence of mental actions during the educational process, it is necessary to put forward a cognitive task, the solution of which allows motivating creative search and mental activity;
8) the principle of flexibility of computer models, understood as their correspondence to a real object and their consistency with other models that form a system of knowledge in a given subject area and in the content of education in general, as well as the possibility of prompt modernization of the computer model under study in the course of experimental work;
9) the principle of integrativity, which provides for the possibility of integrating the developed models in various conditions of the educational space; this principle also provides for the integration of various disciplines, spheres and fields of activity in order to solve specific pedagogical tasks;
10) the principle of openness, which provides the possibility of permanent modification of the created computer model, depending on the needs and conditions of training.
Organization of the educational process based on the use of computer
modeling aimed at self-actualization of a computer science teacher,
should follow the following steps [Kelton, Lowe 2004]:
Task formulation;
Collection of data (information) and definition of the conceptual model;
Determination of the adequacy of the conceptual model;
Formalization or creation of a mathematical model;
Creation of a computer model;
Checking the computer model;
Experiment planning;
Performing experiments with a computer model;
Analysis and interpretation of output data;
Use of results.
The identified stages are performed iteratively, that is, there is a return to
previous stages and their re-execution in order to clarify some
parameters of the developed model. The presented sequence of stages reflects the general approach to conducting computer simulation on the objects under study and allows you to follow the methodology of computer simulation when organizing the learning process.
It is important to emphasize that the stages of computer simulation almost completely correspond to the stages of exploratory learning. In its expanded form, exploratory learning assumes that the student:
Identifies and poses a problem to be solved;
Offers possible solutions;
Checks these possible solutions;
Based on the data, draws conclusions in accordance with the results;
Applies inferences to new data; makes generalizations.
According to the proponents of research learning, the learning process should ideally model the process scientific research, search for new knowledge [Klarin 1998]. The correspondence of the stages, as well as the methodology of computer modeling and research training, makes it possible to actively introduce this method into the learning process as a way to develop the research abilities of students, which contributes to the self-actualization of future teachers of computer science.
As a result of computer simulation, students create a computer model. A computer model is understood as [Lychkina 2000]:
□ a conditional image of an object or some system, described with the help of interconnected computer tables, flowcharts, diagrams, graphs, drawings, animation fragments, hypertexts, etc. and showing the structure and relationships between the elements of the object - a structural-functional model;
□ a separate program, a set of programs, a software package that allows, using a sequence of calculations and a graphical display of their results, to reproduce (simulate) the processes of the object's functioning under the influence of various (including random) factors on it - simulation models. In the work of I.Yu. Pikalov determines that the use of simulation modeling for the analysis of complex systems is based on the development of statistical test methods (Monte Carlo method), which allow modeling random factors using computer technology, which leads to faster calculations and experiments with complex systems [Pikalov 2014].
The concept of a model gives the method of using computer modeling in the educational process that wide range of interdisciplinary connections, the formation of which is one of the main tasks of self-actualization of an informatics teacher. The very activity of building a model - modeling - is a generalized type of activity that characterizes computer science [Kasprazhak 2004]. In addition, the concepts and modeling method are studied on models of various subject areas, revealing their commonality. Accounting for intersubject communications is necessary condition successful learning. The development of thinking and outlook of students depends on how this connection is carried out. In addition, the correct implementation of interdisciplinary connections contributes to the formation of a scientific worldview, helps students to discover the relationship between objects and phenomena in the world around them, and creates a holistic view of the studied phenomena and processes of the real world [Volodin 2005].
The organization of the educational process on the basis of interdisciplinary connections contributes to the involvement of students in the subject-practical activity, which involves the active acquisition of knowledge, their creative use, the development of cognitive
activity and independence, the formation of a scientific worldview. The formation of interdisciplinary connections based on modeling is determined by the use of a number of methods for obtaining knowledge and skills (analysis, synthesis, induction, deduction, etc.).
In turn, A.V. Yastrebov in his dissertation research [Yastrebov 2003] notes that “the highest goal of education is to train a specialist who is able to independently formulate problems in the field of professional activity and solve them ...”, “... higher education should educate a specialist with the self-awareness of a researcher, regardless on whether it will be a scientist in the narrow sense of the word, a scientist-engineer or a scientist-teacher.
The process of creating computer models has a huge developmental potential and contributes to a more efficient flow of the process of self-actualization at all stages of the formation and development of a professional in the field of teaching computer science. Possession of the basics of computer modeling is a channel for the implementation of developmental education, which allows you to bring the teacher to a new qualitative level and achieve not only the heights of professional competence, but personal development.
Bibliographic list
Biryukov B.V., Gasteev Yu.A., Geller E.S. Modeling. M.: BSE, 1974.
Volodin A.A. Computer simulation modeling in the study of the basics of digital technology by future technology teachers: dis. ... cand. ped. Sciences: 13.00.02. M., 2005
Kelton W., Lowe A. Simulation modeling. CS classic. 3rd ed. St. Petersburg: Peter; Kyiv: BHV Publishing Group, 2004. 847 p.: ill.
Klarin M.V. Innovations in world pedagogy: Learning based on research, games, discussions, analysis of foreign experience. M., Riga: Pedagogical center"Experiment", SPC "Experiment", 1998. 180 p.: ill.
Brief psychological dictionary / comp. L.A. Karpenko; under total ed. A.V. Petrovsky, M.G. Yaroshevsky. M.: Politizdat, 1985. 431 p.
Lychkina N.N. Modern trends in simulation modeling // Bulletin of the University. Series "Information management systems". M.: GUU, 2000. No. 2.
Pikalov I.Yu. The study of computer modeling in the course "Information and communication technologies in science and production" // Science and modernity. 2010. No. 6-1. pp. 307-312.
Pikalov I.Yu. Application of simulation modeling and expert systems in economic analysis // Auditorium. Electronic scientific journal of Kursk State University. 2014. No. 4 (4). pp. 93-95. URL: http://auditorium.kursksu.ru/pdf/004-017.pdf
Elective courses in specialized education: Educational field "Informatics" / under the general. ed. A.G. Kasprazhak, Ministry of Education of the Russian Federation - National Training Fund. M.: Vita-Press, 2004. 112 p.
Yastrebov A.V. Modeling of scientific research as a means of optimizing the training of a student of a pedagogical university: dis. doc. ped. Sciences: 13.00.08. M., 2003.
Lewy A. Planning the school curriculum. Paris, 1977.
Chapter 1. Models and modeling in science and education.
1.1 Models and simulations in modern science.
1.2 Application of models in the process of teaching schoolchildren.
1.3 Computer simulation in teaching.
Chapter 2. Psychological and pedagogical foundations of computer learning.
2.1 Psychological and pedagogical aspects of computer training.
2.2 Features of educational activity and its management on the basis of computer training.
Chapter 3 secondary school when studying the topic "Molecular physics" using computer simulation.
3.1 Analysis of the state of computer simulation in the section "Molecular physics".
3.2 Characteristics of the experimental program for computer simulation of the dynamics of systems of many particles and the possibility of its use in the educational process.
3.3 Methodology for organizing and conducting physics lessons in the 10th grade when studying the section "Molecular physics" on the basis of an experimental program.
4.1 Tasks of the experiment and organization of its implementation.
4.2 Analysis of the results of the pedagogical experiment.
Dissertation Introduction in pedagogy, on the topic "The use of computer modeling in the learning process"
One of the most important areas of development of society is education. Education "works" for the future, it determines the personal qualities of each person, his knowledge, skills, culture of behavior, worldview, thereby creating the economic, moral and spiritual potential of society. Information technologies are one of the main tools in education, so the development of a strategy for their development and use in education is one of the key problems. Consequently, the use of computer technology is of national importance. Many experts believe that at present the computer will make it possible to make a qualitative breakthrough in the education system, since the teacher has received a powerful teaching tool in his hands. Usually there are two main directions of computerization. The first aims to ensure universal computer literacy, the second is to use the computer as a tool that increases the effectiveness of learning.
In the system of education, two types of activity are distinguished: teaching and learning. N.F. Talyzina and T.V. Gabay proposed to consider the role of a computer in learning from the point of view of the function that it performs.
If the computer performs the control function learning activities, then it can be considered as a teaching tool that replaces the teacher, since the computer models the learning activity, asks questions and responds to the answers and questions of the student as a teacher.
If the computer is used only as a means of educational activity, then its interaction with students is carried out according to the "computer user" type. In this case, the computer is not a learning tool, although it can communicate new knowledge. Therefore, when they talk about computer learning, they mean the use of a computer as a means of managing educational activities.
Despite the fact that there is no single classification of training programs yet, many authors distinguish the following five types among them: training, mentoring, problem-based learning, simulation and modeling, game. Computer models have the highest rank among the above. According to V.V. Laptev, “a computer model is a software environment for a computational experiment that combines, based on a mathematical model of a phenomenon or process, the means of interactive interaction with the object of the experiment and the development of an information display tool. Computer models are the main object for computational physics, the distinctive method of which is the computational experiment in the same way that the natural experiment is the distinctive method of experimental physics. Academician V.G. Razumovsky notes that “with the introduction of computers into the educational process, the possibilities of many methods of scientific knowledge increase, especially the modeling method, which allows you to dramatically increase the intensity of learning, since the very essence of phenomena is highlighted during modeling and their commonality becomes clear.”
The current state of computer learning is characterized by a large set of training programs that differ significantly in quality. The fact is that at the initial stage of computerization of schools, teachers who used computer training created their own training programs, and since they were not professional programmers, the programs they created were ineffective. Therefore, along with programs that provide problem-based learning, computer simulation, and so on, there are a large number of primitive training programs that do not affect the effectiveness of training. Thus, the task of the teacher is not the development of training programs, but the ability to use ready-made high-quality programs that meet modern methodological and psychological and pedagogical requirements.
One of the main criteria for the didactic significance of modeling programs is the possibility of conducting research that was previously impossible in a school physics classroom. In the content of physical school education there are a number of sections, in which a full-scale experiment only qualitatively describes the phenomenon or process being studied. The use of computer models would also make it possible to carry out a quantitative analysis of these objects.
One of such sections of school physics is molecular physics, the state of computer learning in which we will analyze. Studying it, students meet with a qualitatively new form of motion of matter - thermal motion, in which, in addition to the laws of mechanics, the laws of statistics also operate. Field experiments ( Brownian motion, diffusion, interaction of molecules, evaporation, surface and capillary phenomena, wetting) confirm the hypothesis of the molecular structure of matter, but do not allow us to observe the mechanism of ongoing physical processes. Mechanical models: Stern's experiment, Galton's board, an apparatus for demonstrating gas laws make it possible to illustrate Maxwell's law of the distribution of gas molecules over velocities and to obtain experimentally the relationships between pressure, volume and temperature necessary for the derivation of gas laws.
The use of modern electronic and electronic computing technology can significantly supplement the formulation and conduct of the experiment. Unfortunately, the number of works on this topic is very small.
The paper describes the use of a computer to demonstrate the dependence of the speed of molecules of various gases on temperature, the calculation of the change in the internal energy of a body during evaporation, melting and crystallization, as well as the use of a computer in processing laboratory work. It also gives a description of the lesson on determining the efficiency of an ideal heat engine based on the Carnot cycle.
The methodology for setting up an experiment using electronic and electronic computers is described by V.V. Laptev. The scheme of the experiment looks like this: measured values->sensors-^analog-to-digital converter-microcalculator MK-V4 or Yamaha computer. According to this principle, a universal electromechanical installation was designed for studying gas laws in a school course in physics.
In the book by A.S. Kondratiev and V.V. Laptev “Physics and Computer”, programs were developed that analyze in the form of graphs the formula for the Maxwellian distribution of molecules by velocities, use the Boltzmann distribution to calculate the height of ascent, and study the Carnot cycle.
I.V. Grebenev presents a program that simulates heat transfer by collision of particles of two bodies.
In the article "Modeling of laboratory work of a physical workshop" V.T. Petrosyan and others contains a program for modeling the Brownian motion of particles, the number of which is set by experiment.
The most complete and successful development of the section of molecular physics is the educational computer course « open physics» LLP NTs FIZI-KON. The models presented in it cover the entire course of molecular physics and thermodynamics. For each experiment, computer animation, graphs, and numerical results are presented. Programs of good quality, user-friendly, allow you to observe the dynamics of the process when changing the input macro parameters.
At the same time, in our opinion, this computer course is most suitable for consolidating the material covered, illustrations physical laws, independent work of students. But the use of the proposed experiments as computer demonstrations is difficult, since they do not have methodological support, it is impossible to control the time of the ongoing process.
It should be noted that by now “there is no established view on a specific indication: where and when to use a computer in the learning process, no practical experience has been gained in assessing the impact of a computer on the effectiveness of learning, there are no established regulatory requirements for the type, type and parameters of hardware and educational software".
Questions about the methodological support of pedagogical software were raised by I.V. Grebenev.
The most important criterion for the effectiveness of computer learning should probably be considered the possibility for students to acquire new, important knowledge in a subject in dialogue with a computer, through such a level or with such a nature of cognitive activity that is impossible with machine-free learning, provided, of course, that their pedagogical effect and pays for teacher and student time.
This means that in order for the use of computers to bring real benefits, it is necessary to determine in what way the existing methodology is imperfect, and to show what properties of a computer and in what way can increase the effectiveness of training.
Analysis of the state of computer simulation indicates that:
1) computer simulation is represented by a small number of programs in general and in particular those that model physical processes based on the provisions of molecular kinetic theory (MKT);
2) in the programs simulating on the basis of MKT, there are no quantitative results, but only a qualitative illustration of some physical process takes place;
3) in all programs, the connection between the microparameters of a particle system and its macroparameters (pressure, volume and temperature) is not presented;
4) there is no developed methodology for conducting lessons using computer simulation programs for a number of physical processes of MKT.
This determines the relevance of the study.
The object of the study is the process of learning in a secondary school.
The subject of the research is the process of using computer simulation in teaching physics in a secondary school.
The purpose of the study is to study the pedagogical possibilities of computer modeling and develop methodological support for the use of computer modeling programs based on the material of a school physics course.
Based on the purpose of the study, the following tasks were set in the work:
1) conduct a holistic analysis of the possibilities of using computer simulation in the learning process;
2) determine the psychological and pedagogical requirements for educational computer models;
3) analyze domestic and foreign computer programs that simulate physical phenomena and give a real learning effect;
4) to develop a computer simulation program based on the material of the physical content of the medium general education(section "Molecular physics");
5) check the application of an experimental computer simulation program and evaluate its didactic and methodological result.
Research hypothesis.
The quality of knowledge, skills and information culture of students can be improved if, in the process of teaching physics, computer simulation programs are used, the methodological support of which is as follows:
Adequately to theoretical bases of computer modeling in the course of training tasks, a place, time, a form of use of educational computer models are defined;
The variability of forms and methods of managing the activities of students is carried out;
Schoolchildren are trained in the transition from real objects to models and vice versa.
The methodological basis of the study is: systemic and activity approaches to the study of pedagogical phenomena; philosophical, cybernetic, psychological theories of computer modeling (A.A. Samarsky, V.G. Razumovskiy, N.V. Razumovskaya, B.A. Glinsky, B.V. Biryukov, V.A. Shtoff, V.M. Glushkov and others) ; psychological and pedagogical foundations of computerization of education (V.V. Rubtsov, E.I. Mashbits) and the concept of developing education (L.S. Vygotsky, D.B. Elkonin, V.V. Davydov, N.F. Talyzina, P. Ya. Galperin). Research methods:
Scientific and methodological analysis of philosophical, psychological, pedagogical and methodological literature on the problem under study;
Analysis of the experience of teachers, analysis of their own experience of teaching physics in high school and methods of physics at the university;
Analysis of modeling computer programs on molecular physics of domestic and foreign authors in order to determine the content of the program;
Modeling of physical phenomena in molecular physics;
Computer experiments based on selected simulation programs;
Questioning, conversation, observation, pedagogical experiment;
Methods of mathematical statistics.
Research base: schools No. 3, 11, 17 of Vologda, Vologda State Natural and Mathematical Lyceum, Faculty of Physics and Mathematics of the Vologda State Pedagogical University.
The study was carried out in three stages and had the following logic.
At the first stage (1993-1995) the problem, purpose, tasks and hypothesis of the study were defined. The philosophical, pedagogical and psychological literature was analyzed in order to identify theoretical foundations development and use of computer models in the learning process.
At the second stage (1995 - 1997), experimental work was carried out within the framework of the problem under study, methodological developments were proposed for the use of computer simulation programs in physics lessons.
At the third stage (1997 - 2000), the analysis and generalization of experimental work was carried out.
The reliability and validity of the results obtained is guaranteed by: theoretical and methodological approaches to the study of the problem of computer simulation in education; combination of quality and quantitative analysis results, including the application of methods of mathematical statistics; methods adequate to the purpose and subject of the study; science-based requirements for the development of a computer simulation program.
The latter requires some explanation. We have developed a program for modeling the dynamics of systems of many particles, the calculation of the motion of which is based on the Werlet algorithm used by H. Gould and J. Tobochnik. This algorithm is simple and gives accurate results even for short periods of time, and this is very important when studying statistical patterns. The original interface of the program allows not only to see the dynamics of the process and change the system parameters, fixing the results, but also makes it possible to change the time of the experiment, stop the experiment, save this frame and start subsequent work on the model from it.
The system under study consists of particles whose velocities are set randomly and which interact with each other according to the laws of Newtonian mechanics, and the forces of interaction between molecules are displayed by the Lennard-Johnson curve, that is, the program contains a model of a real gas. But by changing the initial parameters, it is possible to bring the model to an ideal gas.
The computer simulation program presented by us makes it possible to obtain numerical results in relative units, confirming the following physical laws and processes: a) the dependence of the interaction force and potential energy particles (molecules) from the distance between them; b) Maxwell's velocity distribution; c) the basic equation of the molecular kinetic theory; d) the laws of Boyle-Mariotte and Charles; e) experiments of Joule and Joule-Thomson.
The above experiments can confirm the validity of the method of statistical physics, since the results of the numerical experiment correspond to the results obtained on the basis of the laws of statistics.
The pedagogical experiment confirmed the effectiveness of the methodology for conducting lessons using computer simulation programs.
Scientific novelty and theoretical significance of the study:
1. A comprehensive description of computer modeling used in the learning process (philosophical, cybernetic, pedagogical) has been carried out.
2. The psychological and pedagogical requirements for computer training models are substantiated.
3. The method of computer simulation of the dynamics of many particles was applied, which made it possible to create a computer model for the first time in the school course of molecular physics ideal gas, which allows to demonstrate the relationship between the micro-parameters of the system (velocity, momentum, kinetic, potential and total energy of moving particles) with macro-parameters (pressure, volume, temperature).
4. On the basis of computer simulation programs in the methodology of physics, the following numerical experiments were carried out: the basic equation of molecular-kinetic theory was obtained; the relationship between temperature and the kinetic energy of the translational motion of particles (molecules) is shown; Joule and Joule-Thomson experiments for ideal and real gases are modeled.
The practical significance of the study lies in the fact that the selected content and the developed computer simulation programs can be used in a secondary school to conduct a numerical experiment on a number of issues in molecular physics. A technique for conducting lessons in molecular physics using modeling computer programs has been developed and tested in the experiment. The materials and results of the study can also be applied in the process of teaching students of pedagogical universities and advanced training of teachers of physics and computer science.
Approbation of the main materials and results obtained in the course of the study was carried out
At the international electronic scientific and technical conference (Vologda, 1999);
At the interuniversity scientific and practical conference "Social aspects of youth adaptation to changing living conditions" (Vologda, 2000);
At the second regional scientific and methodological conference "Modern technologies in higher and secondary vocational education" (Pskov, 2000);
At the sixth All-Russian scientific-practical conference "The problem of educational physical experiment" (Glazov, 2001);
When teaching physics in secondary schools in the city of Vologda, in classes on the methodology of teaching physics with students of the VSPU, at seminars for graduate students of the VSPU and teachers of the department of general physics and astronomy.
The following are submitted for defense:
1. Theoretical approaches to the use of computer simulation in the learning process and its methodological support.
3. Methodology for organizing and conducting physics lessons in the 10th grade of a secondary school when studying the topic "Molecular Physics" based on a computer simulation program.
Dissertation structure.
The structure of the dissertation is determined by the logic and sequence of solving the tasks. The dissertation consists of introduction, four chapters, conclusion, bibliography.
Dissertation conclusion scientific article on the topic "General Pedagogy, History of Pedagogy and Education"
As a result of the theoretical and pilot study managed to determine the directions for improving the teaching of the course of molecular physics in the 10th grade based on the use of educational computer models of the dynamics of particle systems. Particular attention was paid to the development of guidelines for including work with models in lessons and the preparation of exemplary scenarios for these lessons based on the use of computer models.
This made it possible to increase the effectiveness of training, implement an individual approach, develop such personality traits as observation, independence, and form elements of information culture.
CONCLUSION
In accordance with the objectives of the study, the following main results were obtained:
1. The analysis of the literature on the study of models and modeling made it possible to single out a number of theoretical positions that characterize them from epistemological, cybernetic, and other positions. Modeling is a universal method of knowing the world. And models, as a result of the modeling process, have a multifaceted value. The use of models makes it possible to simplify complex natural phenomena, while highlighting the most complex aspects of the object. This makes it possible, as a rule, to use the mathematical language of description, the most suitable for information processing, to obtain quantitative results accessible to experimental verification, and to correlate these results with a real object. The learning process is a kind of analogue of the process of scientific knowledge. And since scientific knowledge tends to simplify the description of real objects through model representations, the use of models and simulation in teaching should be recognized as justified. Modeling is widely used in teaching at school, especially its modern form - computer modeling. Computer models combine the advantages of educational models, especially such as the possibility of abstracting and studying the behavior of dynamic systems, with the simulation properties of a computer and various ways of processing, storing and obtaining information. Therefore, merging the advantages of modeling with the capabilities of a computer allows you to get a fairly strong effect in learning, which we called cognitive resonance in learning.
2. The above provisions have become the theoretical basis for training using computer simulation. This substantiation is multi-aspect: it includes informational, psychological and didactic aspects.
The informational aspect involves:
Opportunity to obtain new information;
Implementation of information selection;
Development of information culture of students.
The psychological aspect of the implementation of the possibilities of computer modeling in education reflects:
The special nature of the student's relationship with the surrounding objects (the triplicity of the relationship between the student, teacher and computer), which makes it possible to have a more variable approach to the construction of educational activities;
Wider opportunities for implementing an individual approach;
Influence on the cognitive interest of schoolchildren;
Mental features of perception, memory, thinking, imagination;
New opportunities for communicative organization of learning.
The didactic aspect of the use of computer models in school is that it becomes possible
Implement the basic didactic principles of teaching;
Use various forms organization of the learning process;
Develop and implement learning objectives;
Select the content of the studied material in accordance with the computer models used;
Get qualitatively new learning outcomes.
3. Based on the study of psychological and pedagogical literature, three main groups of problems associated with the use of computers can be distinguished: the first is related to the theoretical justification of learning, the second is the problem of creating a reasonable technology for computer learning, and the third combines the psychological and pedagogical aspects of designing training programs. An analysis of the ways to solve these problems allowed us to identify a number of requirements that must be observed when designing educational computer programs. These requirements include the psychological characteristics of perception, memory, thinking of schoolchildren, the organization of educational activities, the implementation of the dialog properties of a computer. When developing computer curricula aspects such as the content of the program, didactic goals implemented by it, teaching functions, place and time of inclusion of the program in the educational process, methodological support, accounting age features development of children.
4. The study of the properties of modeling programs of domestic and foreign production made it possible to identify among them suitable for use in the process of teaching molecular physics in a secondary school. The domestic educational computer course "Open Physics" LLP NCC PHYSICON consists of a set of high-quality demonstrations that allow you to observe the dynamics of molecular and thermodynamic processes. But the most complete computer simulation of the chaotic motion of gas molecules is presented in the work of X. Gould and J. Tobochnik "Computer simulation in physics". This program, which models the dynamics of systems of many particles, will make it possible to establish a connection between the microparameters of moving particles and the macroparameters of a gas.
5. Based on the model of the dynamics of systems of many particles, proposed by H. Gould and J. Tobochnik, we have developed a computer simulation program and a system of tasks for studying the foundations of molecular kinetic theory using a computer. When creating the program interface, we relied on the requirements for computer simulation programs that were considered in the first and second chapters. We selected the content of the program, identified didactic tasks, took into account possible mistakes schoolchildren and help to eliminate them. The resulting computer model is dynamic, structural-systemic, variable and has such properties as visibility, information content, ease of management, program cyclicity.
6. A methodology for a holistic study of the section "Molecular Physics" has been developed, covering the entire volume of material in relation to independent topic. Classes are based on the variability of the computer model, which provides for various forms of including a modeling program in a lesson, various ways of communication between a teacher, a student and a computer, and the ability to change the structure of computer training.
7. Experimental verification of the developed methodology for conducting lessons with computer support showed its effectiveness. A comparative analysis of the quality of knowledge of students in control and experimental classes was carried out using statistical methods. We have found that the quality of knowledge of the students of the experimental group is higher than that of the students of the control group, and therefore this technique allows you to implement an individual approach, makes it possible to develop cognitive interest, intellectual activity student, independence, to form elements of information culture.
A measure of teacher assistance;
Accounting for sanitary and hygienic requirements for working with a computer.
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1The article deals with the organization of educational research using computer simulation methods. The general characteristics of educational research are analyzed as a teaching method that is adequate in general to the informatization of education. The features of computer modeling as a method of scientific research are described. A generalized structure of educational research is constructed using computer modeling methods, based on the stages of educational research and the general scheme of building a model. The features of setting a goal, formulating a hypothesis, developing a system of tasks, and conducting an experiment are specified. The general logic of educational research using computer modeling methods is revealed in the form of stages of forming theoretical ideas about the object of study and determining essential properties, determining the list of parameters for a formal description of the model, choosing a computer modeling tool, building a model and conducting an experiment. At the end of the article, examples of setting up educational research implemented using computer simulation methods are given.
educational project
study study
computer modelling
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Information technologies are widely used in the educational process. In 1985, a computer science course was included in the structure of school and university education, within which much attention was paid to the formation of algorithmic thinking and computer programming. At the same time, the development of software for educational purposes was carried out for a whole range of academic disciplines. The computer and training programs were considered as a new learning tool that provides the formation of knowledge and skills of students, taking into account the possibilities of individualization and differentiation, control, development of stable skills for performing certain operations. In the future, ideas about the possibilities and ways of using information technology in education have expanded and changed somewhat. The computer began to be understood as an element of a broader, holistic didactic computer environment, and the leading idea of informatization of education was the understanding that new information technologies should ensure, first of all, the development and implementation of new pedagogical technologies that meet today's needs.
Thus, at present, we can say that achieving the goals of informatization of education is impossible only through the use of informatization tools, the use of a computer as a means of working with information in previously established learning models. Along with the advent of technical means, teaching methods must also change, adequate to the social demand for a change in education. In many ways, these methods are associated with project-based learning technologies that involve the active position of the student.
As indicated in the works of E.S. Polat, the project activity of students is a joint educational, cognitive, creative or gaming activity, has common goal, agreed methods, methods of activity, aimed at achieving the overall result of the activity. An indispensable condition for project activity is the presence of pre-developed ideas about the final product of the activity, the stages of design and implementation. E.S. Polat notes that the project always begins with the formulation of a problem (task) that is significant in terms of research and creativity, requiring integrated knowledge, research search for its solution.
The educational project, thus, becomes a method of organizing educational research, a motivational basis for its implementation. Study naturally becomes an integral part of the educational project, since in order to achieve the goals of the project it requires the acquisition of new knowledge, which is understandable and obvious to students.
Analyzing the features of the research activities of students, A.V. Leontovich points out that the purpose of educational research is the acquisition by students of the functional skill of research activity as a universal way of mastering reality, the development of the ability for a research type of thinking, the activation of the student's personal position in the educational process based on the acquisition of subjectively new knowledge. At the same time, the effective organization and implementation of educational research directly depends on the design of the study. Educational research assumes the presence of the main stages characteristic of research in scientific field: 1) statement of the problem; 2) study of theory related to the chosen topic; 3) putting forward hypotheses; 4) selection of research methods and practical mastery of them; 5) collection of own material, its analysis and generalization; 6) formulation of conclusions.
Taking the described A.V. Leontovich stages of research, we consider it necessary to pay attention to the fact that all modern research (both in the educational process and in "big" science) is implemented using information technology. At a minimum, this applies to the stages of studying information sources, collecting, storing and processing own data, and formalizing the results of the study. At the same time, there is reason to assert that the possibilities of information technology are realized to the greatest extent in situations where research activities involves the use of methods based on modeling the studied objects and phenomena in a computer environment.
What is the peculiarity of the research work carried out using computer simulation methods? Modeling as the construction and study of models of real objects and phenomena is the most important research method. The main feature of such studies is that modeling is a method of indirect cognition, in which the original object under study is in some correspondence with another model object, and the model is capable of replacing the original in one way or another at some stages of the cognitive process. The modeling process assumes the presence of: 1) the object of study; 2) a researcher who is assigned a specific task; 3) a model created to obtain information about the object and necessary to solve the problem.
A. L. Korolev distinguishes the following main stages in the general model construction scheme.
- Based on the existing problem, a research task is formulated, which includes a description of the modeling object.
- The simulation object is analyzed: it is established what elements the object consists of, how they interact with each other. The properties of the object that are relevant for solving the problem are set. The factors that determine these properties are identified.
- The actual creation of the model is performed, while choosing the type of model and the method of its construction.
- The issue of interpreting the simulation results (if necessary) is being resolved, i.e. about how the results of the experiment with the model will be transferred to the real object.
- Experiments are carried out with the model, its adequacy is checked (the degree of correspondence between the model and the object in terms of the modeled properties).
- The model is corrected or reworked (in case of insufficient adequacy).
- The model is used to solve the problem .
With the advent of computer technology, modeling has received a new and very powerful resource for its implementation, since traditional analytical methods for building models have been supplemented by the capabilities of computer calculations. In this case, calculations are performed automatically, in accordance with a given algorithm, and do not require human intervention.
A.A. Samarsky proposed to break the process of computer modeling into three stages: "model - algorithm - program". This methodology has been developed in the form of a computational experiment technology for theoretical research. The basis of the computational experiment is mathematical modeling and the use of computer technology.
Development of A.A. Samarsky is also seen in the aspect of using software for preparing models - algorithms can be developed not only in the form of computer programs for known programming systems, but also step-by-step instructions for various mathematical packages, as well as specialized computer modeling tools. The use of special computer simulation packages allows you to quickly build models, conduct experiments with them, analyze and visualize simulation results. The implementation of models does not require the use of any programming system, which can significantly reduce the complexity of developing models and time spent on development.
Conducting an educational study using computer modeling methods, therefore, involves the construction and study of a model of the object under study. Relying on overall structure educational research described by A.V. Leontovich, as well as on the model construction scheme proposed by A.L. Korolev, we can describe the generalized structure of educational research implemented using computer simulation methods.
The implementation of educational research using computer modeling methods begins with the definition of the problem (topic) of the study. Based on the analysis of the problem, a description of the object of study is carried out, the goal, hypothesis and tasks are formulated.
The purpose of educational research conducted using computer modeling methods can be defined as the study of the object of study in the aspect of its understanding (to understand how a particular object or process works, what are its structure, basic properties, laws of development and interaction with the outside world), management (to learn manage an object or process, determine the best ways to manage it under given goals and criteria) or forecast (predict the direct and indirect consequences of an impact on an object or process in given ways).
A hypothesis is formulated as an assumption about the object of study, the verification of which can be carried out in the course of an experiment with a computer model.
The tasks of educational research using computer modeling methods will include:
1) the formation of theoretical ideas about the object of study (the structure and properties of the object), the definition of essential properties for studying the object according to the goals of modeling;
2) determination of the list of parameters that allow describing the model in the formal language of mathematics (the list of quantities on which the behavior or structure of the modeled object depends and the parameters that must be obtained as a result of modeling in accordance with the goals set);
3) selection of computer modeling tools (programming systems, spreadsheet processors, computer mathematics packages, special packages for modeling processes of various types) according to the method of solving a mathematical model (numerical, statistical or simulation modeling);
4) building a model and conducting an experiment to test or refute the hypothesis.
In the course of the experiment, the adequacy of the model to a real object is checked, experimental data are collected and analyzed, the properties of the object are studied, its optimal parameters and operating modes are found, and the model is refined if necessary. Based on the results of the experiment, conclusions are formulated about the validity of the hypothesis put forward, the conditions and limits of applicability of the results obtained.
To illustrate the structure of educational research described above, implemented using computer simulation methods, we will give examples of setting up educational research implemented under our guidance by students from the Faculty of Mathematics, Informatics and Physics of the Volgograd State Socio-Pedagogical University.
1. Topic: "The movement of a body thrown at an angle to the horizon." Problematic situation: it is known that without taking into account the resistance environment a body thrown at an angle to the horizon moves along a parabola trajectory. Obviously, in the presence of resistance, the flight range of the body will change. But will the character change? trajectories body movements?
The object of study is the trajectory of a material body thrown at an angle to the horizon. The purpose of the study: to reveal the nature of the influence of the resistance of the environment on the trajectory of the movement of a material body. As a research hypothesis, an assumption can be put forward that the trajectory of movement depends on the resistance of the medium.
Research tasks: revealing the parameters that determine the trajectory of the movement of a material body; building a mathematical model; implementation of numerical simulation by compiling a program for the Turbo Delphi programming system; visualization of simulation results (construction of a motion trajectory in a rectangular coordinate system); carrying out a numerical experiment for a number of values of the drag coefficients; analysis of the obtained results and formulation of conclusions.
As a result of the study, it was revealed that the range and trajectory of a body thrown at an angle to the horizon depend on its mass, initial speed, throwing angle, and environmental resistance. A change in the values of the medium resistance coefficients affects the type of the trajectory of motion: without taking into account the resistance of the medium, the trajectory is described by a parabola, and taking into account the resistance of the medium, it is a curve that differs from a parabola. These results allowed us to conclude that the hypothesis put forward is legitimate, not only the flight range of the body, but also the trajectory of its movement depends on the resistance of the medium.
2. Topic: "Dynamics of population development". Problem: in some ecological system, there are populations of two species of individuals that consume a common resource and are in competition for its use. Is sustainable coexistence of populations possible, or will one of the populations necessarily crowd out the other?
The dynamics of population development is considered as an object of study. The purpose of the study: based on the logistic model of interspecific competition, to study the effect of interspecific competition on the development of populations. Hypothesis - the coexistence of two populations is possible if interspecific competition of populations is weaker than intraspecific competition.
In the course of the study, the following tasks are solved: implementation of a logistic model of interspecific competition of two populations with continuous reproduction using the universal modeling system MVS (Model Vision Studium); providing visualization of simulation results (in the form of graphs of the desired functions); conducting an experiment to determine possible options for the development of two competing populations.
As a result of the experiments, it was found that if interspecific competition is weaker than intraspecific, then the coexistence of two populations is possible; complete displacement of one of them occurs if the influence of one of the populations is stronger than the competition within the other population. The results obtained allowed us to conclude that the proposed hypothesis was confirmed.
Thus, the methodology of conducting research using computer modeling methods allows a new approach to the organization and conduct of educational research, to describe the project-research method of teaching at the level of pedagogical technology. Building computer models and conducting computational experiments enable students to act as a researcher, gaining experience in analyzing problems, setting research goals, formulating hypotheses and tasks. Research itself appears as a process of confirming or refuting a hypothesis with the help of sound methods used in "big" science. This nature of the educational activity of students contributes not only to the development of new knowledge and skills in the field of computer science and other disciplines, but also to the acquisition of experience in planning and implementing their own research, substantiating the results obtained during the study.
Reviewers:
Germashev I.V., Doctor of Technical Sciences, Professor of the Department of Informatics and Informatization of Education, Volgograd State Socio-Pedagogical University, Volgograd;
Sergeev A.N., Doctor of Pediatric Sciences, Professor of the Department of Informatics and Informatization of Education, Volgograd State Social and Pedagogical University, Volgograd.
Bibliographic link
Markovich O.S. COMPUTER SIMULATION IN EDUCATIONAL RESEARCH: DEVELOPMENT OF NEW LEARNING METHODS USING INFORMATION TECHNOLOGIES // Modern Problems of Science and Education. - 2015. - No. 5.;URL: http://science-education.ru/ru/article/view?id=21724 (date of access: 01.02.2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"
Practical classes are one of the most important components of biomedical education. Experiments in vivo and in vitro are widely used to help students acquire practical experimental skills, but no less important task is to consolidate and comprehend the factual material obtained in lectures, seminars, and from textbooks. Although the use of laboratory animals for this purpose has become a tradition, this approach has its drawbacks. Let's try to list some of them:
Setting up an experiment is quite complicated and sometimes requires a significant investment of time.
It follows from the previous paragraph that only a limited number of drugs can be tested for a given period of time.
The experiment may be resource intensive and economic considerations may prevail in the design of the study.
Animal experiment is always associated with moral and ethical restrictions, the topic of which is also discussed in this essay.
Computer modeling applied in medical education can be divided into the following categories:
- computer text simulators create verbal description a situation in which the user selects one of several predefined responses. Based on the response received, the computer generates the following situation. Being based only on textual information, such simulators are relatively easy to program and require little computer resources. However, nowadays these criteria are becoming less relevant and today text simulators are used relatively rarely.
- computer graphics simulators recreate a graphic representation of the situation on the display, often to explain the pharmacokinetic and pharmacodynamic processes associated with taking the drug. Usually only the “mouse” is used as an interface device. Although such simulations contribute to the understanding and assimilation of the material, they usually do not develop practical skills in students. The main purpose of using them is to explain some abstract concepts in an accessible and inexpensive way. Such simulators are particularly suitable for simulating physiological and pharmacological processes.
Sniffy-TheVirtualRat
As one example of modeling a laboratory animal, one can cite the well-known program Sniffy - The Virtual Rat, which allows you to simulate the behavior of a real rat, but without all the disadvantages of using a real animal. The program allows students to reproduce classical experiments on the study of the physiology of learning (the development of conditioned reflexes, etc.). It is possible to implement your own experimental plan, use various stimulating factors, etc. We can note the well-thought-out user interface and superbly executed computer graphics, which very closely simulate the movements of a real rat.
Lab Rat Simulation in Action - Sniffy The Virtual Rat
Rat cvs (Cardiovascular System)
The Rat CVS program simulates an experiment on the effects of various drugs on the rat cardiovascular system. The program allows you to register changes in systemic arterial pressure, pressure created in the left ventricle, venous pressure, strength and frequency of heart contraction. Simulation of a spinal rat is also possible. It is possible for the experimenter to inject various drugs in the required doses (digoxin, atenolol, isoprenaline, losartan, etc.), stimulate the nervous system (vagus nerve, etc.). All this is accompanied by real-time visualization of changes in the parameters of the cardiovascular system.
The program can be used both for teaching students and for control - you can "inject" unknown drugs into the rat in order to determine them by the student. Rat CVS is developed by John Dempster, University of Strathclyde.
Rat CVS - injection of adrenaline at a dose of 10 mcg / kg
480 rub. | 150 UAH | $7.5 ", MOUSEOFF, FGCOLOR, "#FFFFCC",BGCOLOR, "#393939");" onMouseOut="return nd();"> Thesis - 480 rubles, shipping 10 minutes 24 hours a day, seven days a week and holidays
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Rozova Natalia Borisovna. The use of computer simulation in the learning process: 13.00.01, 13.00.02 Rozova, Nataliya Borisovna The use of computer modeling in the learning process (On the example of studying molecular physics in a secondary school): Dis. ... cand. ped. Sciences: 13.00.01, 13.00.02 Vologda, 2002 163 p. RSL OD, 61:03-13/523-2
Introduction
Chapter 1. Models and modeling in science and education 14
1.1 Models and modeling in modern science 14
1.2 Application of models in the process of teaching students 26
1.3 Computer simulation in education 33
Chapter 2. Psychological and pedagogical foundations of computer learning 50
2.1 Psychological and pedagogical aspects of computer training 50
2.2 Features of educational activity and its management based on computer learning 58
Chapter 3
3.1 Analysis of the state of computer simulation in the section "Molecular physics" 74
3.2 Characteristics of the experimental program for computer simulation of the dynamics of systems of many particles and the possibility of its use in the educational process 83
3.3 Methodology for organizing and conducting physics lessons in the 10th grade when studying the section "Molecular Physics" based on the experimental program 92
4.1 Tasks of the experiment and organization of its implementation 128
4.2 Analysis of the results of the pedagogical experiment 140
Conclusion 147
Introduction to work
One of the most important areas of development of society is education. Education "works" for the future, it determines the personal qualities of each person, his knowledge, skills, culture of behavior, worldview, thereby creating the economic, moral and spiritual potential of society. Information technologies are one of the main tools in education, so the development of a strategy for their development and use in education is one of the key problems. Consequently, the use of computer technology is of national importance. Many experts believe that at present the computer will make it possible to make a qualitative breakthrough in the education system, since the teacher has received a powerful teaching tool in his hands. Usually there are two main directions of computerization. The first aims to ensure universal computer literacy, the second is to use the computer as a tool that increases the effectiveness of learning.
In the system of education, two types of activity are distinguished: teaching and learning. N.F. Talyzina and T.V. Gabay proposed to consider the role of a computer in learning from the point of view of the function that it performs.
If the computer performs the function of managing educational activities, then it can be considered as a learning tool that replaces the teacher, since the computer simulates learning activities, asks questions and responds to the answers and questions of the student as a teacher.
If the computer is used only as a means of educational activity, then its interaction with students is carried out according to the "computer user" type. In this case, the computer is not a learning tool, although it can communicate new knowledge. Therefore, when they talk about computer learning, they mean the use of a computer as a means of managing educational activities.
Despite the fact that there is no single classification of training programs yet, many authors distinguish the following five types among them: training, mentoring, problem-based learning, simulation and modeling, game. Computer models have the highest rank among the above. According to V.V. Laptev, "a computer model is a software environment for a computational experiment that combines, on the basis of a mathematical model of a phenomenon or process, the means of interactive interaction with the object of the experiment and the development of an information display tool ... Computer models are the main object for computational physics, the distinctive method of which is computational experiment, just as the natural experiment is the distinctive method of experimental physics. Academician V.G. Razumovsky notes that “with the introduction of computers into the educational process, the possibilities of many methods of scientific knowledge increase, especially the modeling method, which allows you to dramatically increase the intensity of learning, since the very essence of phenomena is highlighted during modeling and their commonality becomes clear.”
The current state of computer learning is characterized by a large set of training programs that differ significantly in quality. The fact is that at the initial stage of computerization of schools, teachers who used computer training created their own training programs, and since they were not professional programmers, the programs they created were ineffective. Therefore, along with programs that provide problem-based learning, computer simulation, and so on, there are a large number of primitive training programs that do not affect the effectiveness of training. Thus, the task of the teacher is not the development of training programs, but the ability to use ready-made high-quality programs that meet modern methodological and psychological and pedagogical requirements.
One of the main criteria for the didactic significance of modeling programs is the possibility of conducting research that was previously impossible in a school physics classroom. In the content of physical school education there are a number of sections, in which a full-scale experiment only qualitatively describes the phenomenon or process being studied. The use of computer models would also make it possible to carry out a quantitative analysis of these objects.
One of such sections of school physics is molecular physics, the state of computer learning in which we will analyze. Studying it, students meet with a qualitatively new form of motion of matter - thermal motion, in which, in addition to the laws of mechanics, the laws of statistics also operate. Natural experiments (Brownian motion, diffusion, interaction of molecules, evaporation, surface and capillary phenomena, wetting) confirm the hypothesis of the molecular structure of matter, but do not allow us to observe the mechanism of ongoing physical processes. Mechanical models: Stern's experiment, Galton's board, an apparatus for demonstrating gas laws make it possible to illustrate Maxwell's law of the distribution of gas molecules over velocities and to obtain experimentally the relationships between pressure, volume and temperature necessary for the derivation of gas laws.
The use of modern electronic and electronic computing technology can significantly supplement the formulation and conduct of the experiment. Unfortunately, the number of works on this topic is very small.
The paper describes the use of a computer to demonstrate the dependence of the speed of molecules of various gases on temperature, the calculation of the change in the internal energy of a body during evaporation, melting and crystallization, as well as the use of a computer in the processing of laboratory work. It also gives a description of the lesson on determining the efficiency of an ideal heat engine based on the Carnot cycle.
The methodology for setting up an experiment using electronic and electronic computers is described by V.V. Laptev. The scheme of the experiment looks like this: measured values - sensors - analog-to-digital converter-microcalculator MK-V4 or Yamaha computer. According to this principle, a universal electromechanical installation was designed for studying gas laws in a school course in physics.
In the book by A.S. Kondratiev and V.V. Laptev “Physics and Computer”, programs were developed that analyze in the form of graphs the formula for the Maxwellian distribution of molecules by velocities, use the Boltzmann distribution to calculate the height of ascent, and study the Carnot cycle.
I.V. Grebenev presents a program that simulates heat transfer by collision of particles of two bodies.
In the article "Modeling of laboratory work of a physical workshop" V.T. Petrosyan and others contains a program for modeling the Brownian motion of particles, the number of which is set by experiment.
The most complete and successful development of the section of molecular physics is the educational computer course "Open Physics" LLP SC PHYSICS. The models presented in it cover the entire course of molecular physics and thermodynamics. For each experiment, computer animation, graphs, and numerical results are presented. Programs of good quality, user-friendly, allow you to observe the dynamics of the process when changing the input macro parameters.
At the same time, in our opinion, this computer course is most suitable for consolidating the material covered, illustrating physical laws, and independent work of students. But the use of the proposed experiments as computer demonstrations is difficult, since they do not have methodological support, it is impossible to control the time of the ongoing process.
It should be noted that by now “there is no established view on a specific indication: where and when to use a computer in the learning process, no practical experience has been gained in assessing the impact of a computer on the effectiveness of learning, there are no established regulatory requirements for the type, type and parameters of hardware and educational software".
Questions about the methodological support of pedagogical software were raised by I.V. Grebenev. “The most important criterion for the effectiveness of computer learning should probably be considered the possibility for students to acquire new, important knowledge in a subject in dialogue with a computer, through such a level or with such a nature of cognitive activity that are impossible with machine-free learning, provided, of course, that their pedagogical effect and pays for the teacher's and student's time."
This means that in order for the use of computers to bring real benefits, it is necessary to determine in what way the existing methodology is imperfect, and to show what properties of a computer and in what way can increase the effectiveness of training.
Analysis of the state of computer simulation indicates that:
1) computer simulation is represented by a small number of programs in general and in particular those that model physical processes based on the provisions of molecular kinetic theory (MKT);
2) in programs simulating on the basis of MCT, there are no quantitative results, but only a qualitative illustration of some physical process takes place;
3) in all programs, the connection between the microparameters of a particle system and its macroparameters (pressure, volume and temperature) is not presented;
4) there is no developed methodology for conducting lessons using computer simulation programs for a number of physical processes of MCT.
This determines the relevance of the study.
The object of the study is the process of learning in a secondary school.
The subject of the research is the process of using computer simulation in teaching physics in a secondary school.
The purpose of the study is to study the pedagogical possibilities of computer modeling and develop methodological support for the use of computer modeling programs based on the material of a school physics course.
Based on the purpose of the study, the following tasks were set in the work:
1) conduct a holistic analysis of the possibilities of using computer simulation in the learning process;
2) determine the psychological and pedagogical requirements for educational computer models;
3) analyze domestic and foreign computer programs that simulate physical phenomena and give a real learning effect;
4) develop a computer simulation program based on the material of the physical content of secondary general education (section "Molecular Physics");
5) check the application of an experimental computer simulation program and evaluate its didactic and methodological result.
Research hypothesis.
The quality of knowledge, skills and information culture of students can be improved if, in the process of teaching physics, computer simulation programs are used, the methodological support of which is as follows:
Adequately to theoretical bases of computer modeling in the course of training tasks, a place, time, a form of use of educational computer models are defined;
The variability of forms and methods of managing the activities of students is carried out;
Schoolchildren are trained in the transition from real objects to models and vice versa.
The methodological basis of the study is: systemic and activity approaches to the study of pedagogical phenomena; philosophical, cybernetic, psychological theories of computer modeling (A.A. Samarsky, V.G. Razumovskiy, N.V. Razumovskaya, B.A. Glinsky, B.V. Biryukov, V.A. Shtoff, V.M. Glushkov other); psychological and pedagogical foundations of computerization of education (V.V. Rubtsov, E.I. Mashbits) and the concept of developing education (L.S. Vygotsky, D.B. Elkonin, V.V. Davydov, N.F. Talyzina, P. Ya. Galperin).
Research methods:
Scientific and methodological analysis of philosophical, psychological, pedagogical and methodological literature on the problem under study;
Analysis of the experience of teachers, analysis of their own experience of teaching physics in high school and methods of physics at the university;
Analysis of modeling computer programs on molecular physics of domestic and foreign authors in order to determine the content of the program;
Modeling of physical phenomena in molecular physics;
Computer experiments based on selected simulation programs;
Questioning, conversation, observation, pedagogical experiment;
Methods of mathematical statistics.
Research base: schools No. 3, 11, 17 of Vologda, Vologda State Natural and Mathematical Lyceum, Faculty of Physics and Mathematics of the Vologda State Pedagogical University.
The study was carried out in three stages and had the following logic.
At the first stage (1993-1995) the problem, purpose, tasks and hypothesis of the study were defined. The philosophical, pedagogical and psychological literature was analyzed in order to identify the theoretical foundations for the development and use of computer models in the learning process.
At the second stage (1995 - 1997), experimental work was carried out within the framework of the problem under study, methodological developments were proposed for the use of computer simulation programs in physics lessons.
At the third stage (1997 - 2000), the analysis and generalization of experimental work was carried out.
The reliability and validity of the results obtained is guaranteed by: theoretical and methodological approaches to the study of the problem of computer simulation in education; a combination of qualitative and quantitative analysis of the results, including the use of methods of mathematical statistics; methods adequate to the purpose and subject of the study; science-based requirements for the development of a computer simulation program.
The latter requires some explanation. We have developed a program for modeling the dynamics of systems of many particles, the calculation of the motion of which is based on the Verlet algorithm used by H. Gould and J. Tobochnik. This algorithm is simple and gives accurate results even for small time intervals, which is very important when studying statistical patterns. The original interface of the program allows not only to see the dynamics of the process and change the system parameters, fixing the results, but also makes it possible to change the time of the experiment, stop the experiment, save this frame and start subsequent work on the model from it.
The system under study consists of particles whose velocities are set randomly and which interact with each other according to the laws of Newtonian mechanics, and the forces of interaction between molecules are displayed by the Lennard-Johnson curve, that is, the program contains a model of a real gas. But by changing the initial parameters, it is possible to bring the model to an ideal gas.
The computer simulation program presented by us makes it possible to obtain numerical results in relative units, confirming the following physical laws and processes:
a) dependence of the interaction force and potential energy of particles (molecules) on the distance between them;
b) Maxwell's velocity distribution;
c) the basic equation of the molecular kinetic theory;
d) the laws of Boyle-Mariotte and Charles;
e) experiments of Joule and Joule-Thomson.
The above experiments can confirm the validity of the method of statistical physics, since the results of the numerical experiment correspond to the results obtained on the basis of the laws of statistics.
The pedagogical experiment confirmed the effectiveness of the methodology for conducting lessons using computer simulation programs.
Scientific novelty and theoretical significance of the study:
1. A comprehensive description of computer modeling used in the learning process (philosophical, cybernetic, pedagogical) has been carried out.
2. The psychological and pedagogical requirements for computer training models are substantiated.
3. The method of computer simulation of the dynamics of many particles was applied, which made it possible for the first time in the school course of molecular physics to create a computer model of an ideal gas, which makes it possible to demonstrate the relationship between the microparameters of the system (velocity, momentum, kinetic, potential and total energy of moving particles) with macroparameters (pressure, volume, temperature).
4. On the basis of computer simulation programs in the methodology of physics, the following numerical experiments were carried out: the basic equation of molecular-kinetic theory was obtained; the relationship between temperature and the kinetic energy of the translational motion of particles (molecules) is shown; Joule and Joule-Thomson experiments for ideal and real gases are modeled.
The practical significance of the study lies in the fact that the selected content and the developed computer simulation programs can be used in a secondary school to conduct a numerical experiment on a number of issues in molecular physics. A technique for conducting lessons in molecular physics using modeling computer programs has been developed and tested in the experiment. The materials and results of the study can also be applied in the process of teaching students of pedagogical universities and advanced training of teachers of physics and computer science.
Approbation of the main materials and results obtained in the course of the study was carried out
At the international electronic scientific and technical conference (Vologda, 1999);
At the interuniversity scientific and practical conference "Social aspects of youth adaptation to changing living conditions" (Vologda, 2000);
At the second regional scientific and methodological conference "Modern technologies in higher and secondary vocational education" (Pskov, 2000);
At the sixth All-Russian scientific-practical conference "The problem of educational physical experiment" (Glazov, 2001);
When teaching physics in secondary schools in the city of Vologda, in classes on the methodology of teaching physics with students of the VSPU, at seminars for graduate students of the VSPU and teachers of the department of general physics and astronomy.
The following are submitted for defense:
1. Theoretical approaches to the use of computer simulation in the learning process and its methodological support.
3. Methodology for organizing and conducting physics lessons in the 10th grade of a secondary school when studying the topic "Molecular Physics" based on a computer simulation program.
Dissertation structure.
The structure of the dissertation is determined by the logic and sequence of solving the tasks. The dissertation consists of introduction, four chapters, conclusion, bibliography.
Models and modeling in modern science
Currently, models and modeling, as one of the methods of understanding the world around us, are widely used in science, technology and education.
The term "model" comes from the Latin word modulus, which means measure, pattern, norm. A holistic view of a person about the world in most cases is reflected in his mind in the form of a certain physical model.
In modern philosophy, the following definitions of the concepts of model and simulation are given.
“A model (French modele) in the logic and methodology of science is an analogue (scheme, structure, sign system) of a certain fragment of natural or social reality, a product of human culture, conceptual and theoretical education, etc. - the original model. This analogue serves to store and expand knowledge (information) about the original, its properties and structures, to transform or manage it. From an epistemological point of view, a model is a “representative”, a “substitute” for the original in cognition and practice. The results of processing and research of the model under certain conditions, which are found out in logic and methodology, and specific for various areas and types of models, are transferred to the original. “Modeling is a method of studying objects of knowledge on their models; construction and study of models, real-life objects and phenomena (organic and inorganic systems, engineering devices, various processes - physical, chemical, biological, social) and constructed objects to determine or improve their characteristics, rationalize the methods of their construction, control, etc. P." . Depending on the type of models, object and sign modeling are distinguished. In object modeling, research is conducted on a model that reproduces certain geometric, physical or functional characteristics of the original. For example, in analog modeling with the help of energy models, mechanical, acoustic, hydrodynamic and other phenomena are studied, since the functioning of the model and the original is described by the same differential equations.
“In sign modeling, models are diagrams, drawings, formulas proposed in a certain alphabet (natural or artificial language) etc." . Modeling is one of the important methods of cognition, therefore it belongs to the epistemological category. The results obtained in the study of models can be transferred to the original if the model reflects the properties of the original.
This classification is based on the method of reproducing the properties of the original in the model. All models are divided into two classes: material and ideal. Material models include models that exist objectively and are created by man to reproduce the structure and essence of the process or phenomenon being studied.
For spatially similar models, a prerequisite is their geometric similarity to the original, because they reflect the spatial properties and relationships of an object. This group includes various layouts, models of technical devices, crystal lattices, etc.
In physically similar models, the similarity of its physical nature with the original and the identity of the laws of motion. Such models differ from the nature they display only by changing the spatial or temporal scale. This group includes operating models of various technical devices, for example, electric motors and generators, ships, aircraft, etc.
Mathematically similar models of the functioning of the objects of study should be described by the same mathematical equations and, as a rule, do not have physical and geometric similarity with the original. Mathematical models include analog, structural, digital, cybernetic models.
Psychological and pedagogical aspects of computer learning
AT last years domestic and foreign psychologists have paid attention to the role individual features students in the learning process. The search for ways to preserve and further develop the child's individuality, his potentialities and abilities led to the development of concepts for the individualization of education. Assistance by means of individualization in the implementation of educational programs by each student, prevention of student failure; formation of general educational skills based on the zone of proximal development of each student; improvement of educational motivation and development of cognitive interests; formation personal qualities: independence, diligence, creativity - the essence of the individualization of learning. The main advantage is that individualization allows you to fully adapt the content, methods and pace of the child's learning activities to his characteristics, monitor his actions at each stage of solving the problem, make timely adjustments to the activities of the student and teacher, adapt them to the constantly changing, but controlled student and teacher situations. All this allows the student to work economically, control the costs of his forces, and achieve better results.
The technology of individualization of education covers all parts of the educational process - goals, content, methods and means. The characteristics of individualized learning are humanistic in their philosophical basis; development factors: bio-, socio- and psychogenic; the principle of management is the “tutor” system, the approach to the child is humane-personal, organizational forms are academic, individual-group; the predominant method is programmed, self-developing, creative. One of the options for implementing the individualization of learning is the development of adaptive learning ideas. It takes into account both age and individual characteristics of students. Adaptation can be based on information gathered from each student's learning experience or pre-programmed. An adaptive system, programmed in advance, usually implements learning according to a branched program, where, depending on the nature of the error made, it is indicated which auxiliary actions are issued. Adaptive learning systems, as a rule, take into account: a) the correctness of the answer, b) the reasons that caused difficulties in completing educational tasks.
The development of technology, the development of various kinds of technical devices make it possible to combine the possibilities of technology for the individualization of education with the use of modern computer technology.
Computer training based on flexible and prompt adaptation to the individual characteristics of each student is able to prevent the occurrence of psychological discomfort, a decrease in self-esteem, a decrease in learning motivation, as it is able to take into account the individuality of the student as much as possible.
L.V. Shenshev describes three variants of adaptive learning. The first option is the concept of maximum adaptability of the English cybernetics G. Pasca. The second is the theory of partial adaptability of the American psychologist N. Crowder. The third one is B. Skinner's concept of minimal adaptability. The authors of adaptive learning theories are similar in assessing the reasons for the low efficiency of traditional learning and in choosing to eliminate these causes. The concepts of adaptive learning impose certain requirements on the learning process:
1. Prompt adaptation to the individual characteristics of students, taking into account the pace of learning, diagnosing the causes of difficulties, timely adjustment of educational material.
2. Continuous and purposeful management of the affective-motivational sphere of the student, stabilization of his condition. 3. Maintaining a continuous dialogue, stimulating the activity of students.
4. Learning automation.
The fulfillment of these requirements is easier to attribute to computer learning, since the teacher is not able to simultaneously adapt to different students, the machine is impartial, patient and tireless.
The above concepts of adaptive learning quickly came into mass practice, giving rise to a fashionable craze for learning devices and computer programs. Amateurish and primitive in their pedagogical abilities, they ignored the basic idea of taking into account individual characteristics and stabilizing the positive emotional state of the students. In connection with this state of affairs, the effectiveness of computer training is called into question. The modern argument in favor of the use of computers repeats the conclusions of the developers of adaptive learning. This is the importance of taking into account the dynamics of assimilation, and the automation of learning, which allows the teacher not to be distracted by organizational tasks.
Analysis of the state of computer simulation in the section "Molecular physics"
In the first and second chapters, we examined the issues of using computer modeling in education from the standpoint of epistemology, pedagogy and psychology, and also determined their place and functions. The use of computer models in teaching physics allows us to show the importance of modeling as a method of understanding the world around us, contributes to the formation abstract thinking, development of cognitive interest, mastering the elements of information culture. At the same time, in order to better realize such advantages as the possibility of individual learning, guidance of educational activities, visibility, simulation properties of computer models, it is necessary to identify the branch of physics in which the use of computer simulation will have a real learning effect, and to determine the methodological methods for including it in the lesson. .
The difficulty of studying the course "Molecular physics and thermodynamics" in the basic secondary school is that here students meet with a qualitatively new form of motion of matter - thermal motion, in which, in addition to the laws of mechanics, the laws of statistics also apply. In addition, natural experiments (Brownian motion, diffusion, interaction of molecules, evaporation, surface and capillary phenomena, wetting) only confirm the hypothesis of the molecular structure of matter, but do not allow us to observe the mechanism of ongoing physical processes. Mechanical models: Stern's experiment, Galton's board, installation for demonstrating gas laws make it possible to illustrate Maxwell's law of the distribution of molecules over velocities and to obtain experimentally the relationships between pressure, volume and temperature necessary for the derivation of gas laws. Increasing the effectiveness of the lesson can provide an extension and improvement of a demonstration or laboratory experiment using a computer (we indicated the importance of computer models in the study of physics in). Such software tools for conducting a demonstration experiment in the school course of molecular physics and thermodynamics are available, although in a small amount. A review of a number of works was made by us in, and here we will present an analysis of all computer programs known to us used in the study of molecular physics and thermodynamics.
The use of modern electronic and electronic computing technology can significantly improve the formulation and conduct of the experiment. It describes the use of a computer to demonstrate the dependence of the speed of nitrogen, hydrogen, argon and air molecules on temperature, the calculation of the change in the internal energy of a body during melting and crystallization, during evaporation and for the gaseous state, as well as the use of a computer in processing the results of laboratory work.
In the same book, a description of the lesson on determining the efficiency of an ideal heat engine based on the Carnot cycle is given. The model of the Carnot cycle was a computer that programmatically implements the adiabats and isotherms on the monitor screen, graphically representing the Carnot cycle.
The methodology for setting up an experiment using electronic and computer technology was described by V.V. Laptev. He used the universality of the electrical signal, which not only contains the necessary information, but can also be processed by electronic computers. Therefore, it is necessary to convert all non-electric quantities involved in the experiment into electrical ones using primary converters - sensors, at the output of which an electrical analog signal appears, usually in the form electrical voltage. Laptev V.V. with employees, several sensors were developed and manufactured to measure illumination, temperature and time. You can fix the sensor signals with pointer or digital measuring instruments. In order to use digital electronic computers when processing the results of the experiment, it is necessary to convert the analog signal into digital using an analog-to-digital converter, using the appropriate microcircuits for this. Thus, the scheme of the experiment looks like this: measured values - sensors - analog-to-digital converter - microcalculator MK-64 or computer "Yamaha". According to this principle, a universal electromechanical demonstration installation was designed for studying gas laws in a school course in physics. The values of pressure, volume and temperature measured in the experiment are fixed in turn on a demonstration digital indicator and fed to the computer data bus, which displays graphs of all possible relationships between pressure, volume and temperature on the display screen. After plotting the graphs, the numerical values of these quantities are entered into the RAM of the computer and can be displayed on the display screen in the form of a table of experience data and used for quantitative calculations. Thus, students have the opportunity to observe the quantitative and qualitative characteristics of gas processes at the same time.