Abstract:

The process of studying physics by engineering students in higher education is a complex and multifaceted process which includes three basic forms of classes: lectures, practical classes (seminars) and laboratory practicum. Traditionally, the source of physical knowledge for a student is a lecture or a textbook. Experiment in the learning process plays a supporting role – it serves to demonstrate physical phenomena and processes, to test the laws studied and, in some cases, to pose a problem. In practical classes students learn to better understand physical laws and their limits, acquire the ability to apply general laws to specific examples. However, in applied problems, instead of a real physical phenomenon, future engineers usually deal with idealization – a schematic model that can be mathematically described. As a result, a student may have a false sense of the ideality of the physical world.

According to the authors, the main direction of the introduction of new forms and methods of teaching physics to undergraduate students of a higher education institution is the improvement and activation of laboratory practicum which provides favorable conditions for academic and research work, development of students’ creative potential and enhances the level of professional competence of future engineers.

The paper discusses two main approaches to the development and reorganization of the laboratory practicum in physics: technical and methodical. The technical approach consists in the modernization of laboratory equipment including the possibility of using a single laboratory setup for various tasks (multitasking of a setup) and introduction of modifications to standard equipment and measurement methods. The effectiveness of experiment automation, the use of virtual laboratory setups and application of programming software to conduct experiments and process experimental data are considered. Methodical approach consists in the formation of a multi-level laboratory practicum containing laboratory works of different complexity of subject and didactic tasks and methods of their implementation. It makes it possible to create an individual work plan for every student taking into account the field of study and the initial level of training in physics.

The authors share the experience of organizing a laboratory practicum in the form of “mini-cycles”. Within each “mini-cycle” students perform work on only one topic of the physics course which provides a way to coordinate such classes with the study of this topic in lectures and practical classes and to apply various teaching technologies in students’ reporting on experiment results (problem-based learning, modular learning, round-table method, project-based learning etc.)

Keywords:

Modernization of teaching forms and methods, experiential learning, laboratory practicum, teaching physics.