Abstract:

Teaching physics during the Covid-19 pandemic became challenging for both teachers and students. Subsequent anti-epidemiological measures did not allow full-time teaching, only online. Laboratory exercises could not be organized in the previous form, numerical exercises were organized using MS Teams.

An interactive form of teaching - video analysis - analysis of real physics experiments recorded in the form of video - seems to be a possible substitute for real experiments.

The following article describes the teaching activities organized during the distance form of education in two different groups - control - using traditional lectures and experimental - applied interactive lecture using videos. In the following semester, the teaching was conducted in a face-to-face form and two groups of students were compared - those actively participating in the lectures and those who participated only sporadically.

In the lectures we applied an interactive form of teaching - video analysis - analysis of real physics experiments recorded in the form of video in the experimental group. Lectures and presentations using videos of real demonstrations combined with video analysis using the interactive program Tracker and active discussion of students using MS Teams and face-to-face on the topics discussed were carried out using the Peer Instruction method.

The pre-test and post-test Force Concepts Inventory (FCI) were organized to find out the initial and output concepts of force and Newtonian physics in the first year of study at a technical university (2021/22). The results of the experimental and control groups are compared and discussed.

Keywords:

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