Abstract:

This paper deals with the evaluation of knowledge of students from physics who actively participated in lectures and watched the video of motions and applied video analysis.

Utilizing the results from FCI (Force Concept Inventory) test we can confirm, that the use of interactive approach during lectures of physics has significantly influenced the level of students’ knowledge.

We can claim that with the use of the interactive lectures is possible to achieve significantly better results considering students’ knowledge and understanding of phenomena.

Interactive approach forces students to work and think independently and enhance their active learning. Moreover, video analysis helps them to see the discrepancies between their preconceptions, misconceptions and scientific concepts. Students like video analysis and these activities help them to see their misconceptions and lead them to the conceptual understanding of physics. We think that it is inevitable to replace traditional lecture approach with new, interactive one – because the traditional form of lecturing leads only to declarative knowledge which does not mean to the conceptual understanding of the dealt topics. We should keep in mind that active learning and real understanding take place mainly when students can resolve these discrepancies by hands-on activities, for example via program Tracker.

An interactive way of physics teaching using videos and video-analysis of motions with the help of the program Tracker (video-analysis and simulations (VAS) method of problem tasks) can enhance students’ conception connected with STEM (Science, Technology, Engineering and Mathematics) education.

Keywords:

Video analysis, interactive lectures, FCI test.