Abstract:

A tendency towards meta-subject approach both to the training of school students and future teachers is characteristic for the modern stage of development of the education system. The training of future physics teachers implies learning meta-subject activities and content, including evaluative ones. The experimental tasks proposed in this article for figurative-sensory determination of physical quantities are connected with mastering evaluative activity. The tasks are associated with school students’ understanding of physical quantities and serve to express a quantitative assessment of a particular physical property or phenomenon hence the tasks have a high developmental potential for school students. Experimental tasks on the figurative-sensory identification of physical quantities are of particular interest for the propaedeutic course of physics, therefore, the future physics teacher must learn the methods of forming the figurative-sensory perception of physical quantities. The formation of the concept of physical quantities is an important goal of teaching physics at school. In addition to learning such elements as a name of a physical quantity; symbol; an object (property, phenomenon, process) characterized by this value; definition; a formula connecting a given physical quantity with others; units and methods of measurement, the ability to identify the numerical value of a particular physical quantity is important (after all, physical quantities are used to quantitatively identify a particular property or phenomenon). In other words, a student having the numerical result of measurement or calculation, must be able to assess the scale of this value at the level of sensory perception, figurative representation, say is it «a lot» or «a little». The purpose of our research is to develop a methodology for preparing future physics teachers to carry out activities to complete tasks for the figurative-sensory identification of physical quantities with students. The goal is based, first, on the specifics of experimental tasks on the figurative-sensory perception of physical quantities; secondly, the psychological characteristics of the properties of perception (objectivity, integrity, constancy, categoricality, meaningfulness, historicity), highlighted in the psychological literature; third, the mechanisms and student’s age-related characteristics of the development of the perception of space, movement, time. The study continues the research of the authors on the methodological training of future physics teachers by means of productive learning technology. The results of the theoretical study contain a description of the methodology for performing experimental tasks for the figurative-sensory identification of physical quantities, examples of such tasks aimed at the formation of metasubject educational results.

Keywords:

Physics teacher, vocational education, methodological training, experimental tasks, physical quantity, figurative-sensory identification of physical quantities.