Abstract:

In recent decades, there has been a trend towards an increase in the use of simulations in the field of engineering education. One of the reasons is distance learning, which is becoming a regular part of our lives due to the COVID pandemic. In the field of physics, experiments are indispensable for students if they are to trust the laws of physics. Practically oriented experiments and projects provide students with a space to learn how to handle real problems. Many laws of physics and their mathematical models are complicated and difficult to understand. Simulations are a powerful tool for demonstrating the laws of physics.

In certain areas, virtual reality can offer an effective means of enhancing specific skills. He can effectively coordinate motor skills, train certain skills, plans or designs. Virtual reality is not just a tool, but it is mainly about technologies and their use in the teaching process.

The application of digital technologies in experimental education has a long tradition in the educational system in the Czech Republic. In science and technology classes, working with measuring instruments has always been an integral part of education. At primary schools, the practical part and independent experimentation in laboratory exercises is a compulsory part of teaching physics. At secondary schools, in addition to theoretical training, there are hours of practical training on real production facilities or model kits.

The article deals with the experience of pupils and teachers with the use of digital technologies during full-time and distance learning in the field of physics. Shared and virtual physics laboratories are currently increasingly used in teaching. By using these laboratories, teaching becomes not only more attractive and fun, but above all more effective, when students gain in-depth knowledge of how the world around us works. Thanks to these technologies, teachers have faster feedback from students. Pupils work individually but also in groups.

In this article, we focus on specific examples of the use of shared and virtual laboratories in teaching physics based on our experience. Empirical research was carried out by exploratory methods (questionnaire, discussion, interview). The work is focused on the use of shared and virtual laboratories in full-time and distance learning.

Keywords:

Laboratory, physics, virtual laboratory, shared laboratory, distance teaching and learning.