EXPERIMENTAL PROBLEMS IN THE STRUCTURE OF PRACTICAL CLASSES OF THE UNIVERSITY COURSE OF PHYSICS

Abstract

The search for the optimal model of conducting a practical lesson in physics at universities is relevant. Based on the authors’ many years of experience in teaching physics in higher education institutions, it can be argued that the experimental skills of students need to be improved. The traditional structure of the educational process in higher education institutions involves the development of skills and abilities that a student needs to conduct experimental research during laboratory work, where, in most cases, his activity is reproductive, because it occurs in accordance with the algorithm proposed to him. The use of experimental problems in the structure of practical classes will help to successfully implement the relevant program learning outcomes. The use of experimental problems does not replace laboratory work and solving computational problems, but is their creative addition.The aim of the work is to show that the introduction of experimental problems into the structure of a practical lesson allows: to verify theoretical statements experimentally; to create a problem situation in the lessons, to develop creative thinking of the subject; to show the reality and validity of specific numerical values of physical quantities given in the problem condition. The novelty of this work is the idea of using experimental problems when conducting practical lessons in physics in a university course.In particular, experimental problems in mechanics and molecular physics are proposed, which can be successfully used when conducting practical lessons, their scientific and didactic functions are demonstrated. The content of a practical lesson using experimental problems is disclosed; examples of experimental problems are given. The advantages of combining practical lessons with experimental problems are highlighted: active learning, development of practical skills, deepening of understanding, development of research skills, increasing interest in physics. In general, experimental problems are an integral part of teaching physics. They combine theory with practice, making the learning process more effective.