Fizika fanini o‘qitishda raqamli ta’lim vositalarining samaradorligi
DOI:
https://doi.org/10.5281/zenodo.17411239Ключевые слова:
fizika ta’limi, raqamli simulyatsiya, virtual laboratoriya, aktiv o‘qitish, ma’lumotga asoslangan baholash, videoanalitika, AR/VR, Peer InstructionАннотация
So‘nggi o‘n yillikda fizika ta’limida raqamli vositalar – simulyatsiyalar, virtual laboratoriyalar, datchik va
ma’lumot to‘plash (data-logging) tizimlari, o‘quv jarayonini boshqarish platformalari (LMS), videoanalitika hamda AR/
VR texnologiyalari – o‘quv natijalarini oshirishga sezilarli hissa qo‘shmoqda. Ushbu maqolada raqamli vositalarning fizik
tushunchalarni
yoritish, kontseptual xatolarni kamaytirish, tajriba madaniyatini shakllantirish, o‘quvchi faolligini kuchaytirish
va adolatli baholash mexanizmlarini joriy etishdagi roli tahlil qilinadi
Библиографические ссылки
1. Hake, R. R. (2018). Interactive-engagement vs. traditional methods: A six-thousand-student survey of mechanics test
data. American Journal of Physics, 66(1), 64–74.
2. Mazur, E. (2017). Peer Instruction: A User’s Manual. Prentice Hall.
3. Wieman, C. E., & Perkins, K. K. (2016). A powerful tool for teaching science: Interactive simulations. Science,
313(5795), 682–683.
4. Finkelstein, N. D., Adams, W. K., Keller, C. J., Kohl, P. B., Perkins, K. K., Podolefsky, N. S., Reid, S., & LeMaster, R.
(2015). When learning about the real world is better done virtually: A study of substituting computer simulations for
laboratory equipment. Physical Review Special Topics – Physics Education Research, 1(1), 010103.
5. Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active
learning increases student performance in science, engineering, and mathematics. PNAS, 111(23), 8410–8415.
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