Abstract:

The last academic year was very specific in the teaching process generally. The teaching of physics during the pandemic period related to Covid-19 and subsequent anti-epidemiological measures, which did not allow the full-time form of teaching, became difficult for both: students and teachers. The impossibility of doing real experiments, real lectures, and discussion face-to-face with students was complicated by the building of new knowledge for students and the development of their abstract thinking. A possible replacement for real experiments appears to be an interactive form of teaching - video analysis - analysis of real physical experiments recorded in the form of video.

The following article describes, how was organized teaching activities during the distance form of education in two different courses of physics with two different methods - traditional lectures using a whiteboard and interactive lectures using videos.

The FCI (Force concept inventory) pre-test and post-test were organized to find initial and output conception of force and Newtonian physics in the first year of study at the technical university. These results were compared with the completed high school of students in order to determine the impact of high school on the results of the FCI pre-test and interactive methods of teaching physics on the results of the FCI post-test.

Keywords:

STEM education, interactive teaching, e-learning, video analysis, FCI test.