Abstract:

This paper deals with students’ prior knowledge of physics (kinematics and dynamics) when they enter the university in the two different technical universities with similar engineering background connected with STEM (Science, Technology, Engineering and Mathematics) education in two countries – Slovakia and Russia in academic year 2018/19.

The standardized Force Concept Inventory (FCI) test was used for finding and analyzing of preconceptions and misconceptions despite of teaching under the concept of force. Some modern methods of teaching can improve students’ learning outcomes more than traditional lecturing. We point out the importance of interactive lectures and its integration into study program because due to these interactive lectures we can manage to reduce the lack of students` knowledge and increase their chances to cope with requirements of university study program and eventually reduce the big dropout rate.

Watching and analyzing video recordings of the motion process in an attractive way can form students’ right conceptions and also positively influence students’ attitudes towards the study of Physics in future. In this paper we also deal with an interactive way of physics teaching using videos and video-analysis of motions with the help of the program called Tracker (video-analysis and simulations (VAS) method of problem tasks).

Keywords:

STEM education, engineering physics, FCI test, freshmen skills.