Documente Academic
Documente Profesional
Documente Cultură
3 Metodica Predarii Fizicii EXEMPLU
3 Metodica Predarii Fizicii EXEMPLU
Facultatea de Fizic
TEZ DE DOCTORAT
-Rezumat-
Conductor tiinific:
Prof. Univ. Dr. Florin POPESCU
Doctorand:
Elena-Mihaela GARABET
BUCURETI
2011
MULUMIRI
Introducere
Arta suprem a profesorului este de a trezi bucuria
exprimrii creatoare i bucuria cunoaterii
Albert Einstein
10
11
12
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15
16
17
18
19
b
Fig. II.25 Achiziia(a) i prelucrarea(b) semnalului generat n cazul
micrii mobilului
II.2.3.6 Studiul forei de frecare la alunecare
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21
22
23
25,4%
6,8%
20,3%
Foarte des
des
47,5%
rar
Foarte rar
software n lecii
Profesorii care utilizau software n lecii au declarat c
preferau la acel moment aplicaiile Microsoft Office, cu care
prelucrau datele experimentale sau realizau prezentri Power
Point. Era momentul de lansare masiv a Asistentului Educaional
pentru Licee, AeL. Toi profesorii care aveau acces n
24
Altele
Software specific
AeL
Microsoft Office
135
165
178
0
50
100
150
200
25
26
27
28
29
30
45%
55%
31
32
27%
experimentul cu cderea liber
a piulielor
20%
14%
17%
experimentul filmat cu
coborrea mainuei pe plan
nclinat
experimentul cu cderea liber
efectuat la Facultatea de Fizic
33
34
la adresa, http://portal.moisil.ro/playenergy/Documents/Forms
/With%20File%20Size%20Column.aspx, username: vizitator,
password: vizitator.
Acelai portal a fost utilizat pentru a comunica rezultatele
obinute elevilor de la Liceo Scientifico Amedeo Avogadro din
Vercelli, Italia. Elevii i-au prezentat materialele pe care le-au
pregtit de-a lungul studiului asupra metodelor de a obine
energia de care avem nevoie.
Pasul 4 nvarea pe baz de cercetare, este pasul n
care elevii au fost strnii n a gsi cele mai bune utilizri pentru
celulele solare. Se tie c procesul de nvare este mai eficient
atunci cnd este centrat pe activiti autentice de rezolvare a
problemelor. Abordarea propus n aceast faz a proiectului s-a
bazat pe principiul experimentnd i nvnd (learning by doing).
n acest caz, elevii sunt confruntai cu situaii i scenarii
adevrate, care sunt foarte motivante prin prisma faptului c ei
trebuie s acioneze ca nite aduli n lumea real [142].
Practic, n acest moment au devenit suficient de curioi i
au un nivel suficient de bun al nelegerii conceptelor. Din acest
motiv am considerat c ei trebuie s nvee pe baz de cercetare,
experimentnd singuri. Astfel, au primit nite celule fotovoltaice
de la un magazin specializat. Pentru a afla cum le-ar putea utiliza,
elevii au trebuit, iniial, s le studieze. Din punctul de vedere al
proiectrii didactice am ales, pentru nceput, varianta efecturii
experimentului n mediu virtual, utiliznd lecia AeL menionat.
Elevii au avut ca sarcin de lucru observarea i citirea indicaiilor
ampermetrului i ale voltmetrului din circuitul virtual, n timp ce
modificau valoarea rezistenei electrice a rezistorului de sarcin.
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36
37
38
39
40
41
42
43
Fig. III.49 Spectrul unei diode laser nregistrat analogic(a) i digital (b)
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45
46
Ce se ntmpl ntr-un tub de descrcare la joas presiune? Elevii au fcut corelaii ntre obinerea plasmelor la temperaturi
joase n gaze rarefiate care devin bune conductoare dac li se
aplic o tensiune electric suficient de mare i amprenta spectral
a gazului.
47
48
49
50
Sarcina de lucru 4 Investigarea reverberaieiBlocarea de ctre un obstacol plan (un perete, o u, un geam etc.)
a unei unde sonore transmis prin aer este un fenomen fizic ce
51
52
53
de
acord
67%
acord total
90%
Fig. IV.38 Procentajele prerilor exprimate privind desfurarea
leciei n videoconferin
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55
56
57
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Concluzii
Analiza de ordin calitativ i cantitativ a strategiilor de
abordare a experimentelor didactice de Fizic pe care le-am
proiectat i testat n timpul leciilor inute la Liceul Teoretic
Grigore Moisil, din Bucureti, n perioada 2008-2011, permite
formularea urmtoarelor concluzii:
Elevii prezint motivaie crescut i meninerea
interesului pentru abordarea temelor care presupun
utilizarea lucrrilor de laborator asistate de calculator,
implicndu-se activ n rezolvarea sarcinilor de lucru
propuse.
Angajarea elevilor n dezvoltarea unor proiecte de
cercetare experimental are ca efect resuscitarea
interesului lor pentru studiul Fizicii, alturi de
dezvoltarea competenelor necesare lucrului n echip.
Utilizarea unor dispozitive experimentale inovative care
permit achiziia de semnale n timp real i n locaii
externe laboratorului de Fizic i cldirii liceului,
motiveaz i asigur meninerea interesului pentru studiul
Fizicii, care ncepe s nsemne i altceva dect suportul
teoretic i aplicativ pentru rezolvarea (pe hrtie) a
problemelor care asigur primirea unei note mari la
Examenul de Bacalaureat.
Relaia profesor-elevi capt alte valene, bazndu-se pe
ncredere reciproc i pe comunicare eliberat de
constrngerile discursului didactic clasic. Elevii devin
constructori ai propriei cunoateri, iar profesorul este
arhitectul planului, al proiectului, ndeplinind astfel roluri
de: expert n coninut, tehnician, tutore, resurs, autor i
evaluator.
n lumea digital n care trim, elevii rmn impresionai
de experimentele efectuate n mediu real, chiar i atunci
cnd ele sunt conduse de la distan prin Internet sau n
59
60
660,
http://www.aect.pt/ijhsci/wp-content/uploads/2008/11/a5livro-final.pdf
Alte contribuii originale privind utilizarea didactic a
experimentelor cu achiziie de semnale reale au fost prezentate i
publicate n proceeding-uri la Internaional Conference on
Hands-on Science, ediiile 2004-2008 [123], [125], [126], [128],
[129], [176], [230], [231], la INTED2010 (International
Technology, Education and Development Conference) [122], la
12th International Balkan Workshop on Applied Physics 2011
[232], la EUPEN's 13th General Forum EGF 2011 [233], la
ENTEP, 29 th May 2009 [234], la Conferina Naional de
Instrumentaie Virtual, ediiile 2005-2009 [235], [236], [130],
[237], [238], [239], la Conferina Naional de nvmnt
Virtual, ediiile 2004-2010 [240], [241], [242], [243], [244],
[245] i la Sesiunea tiinific Anual a Facultii de Fizic,
ediiile 2009-2010 [246], [247].
Celelalte rezultate privind proiectarea de noi strategii de
abordare a experimentelor didactice de Fizic, n special utilizarea
leciilor n videoconferin i ncercarea de a crea un laborator la
distan (remote) la Liceul Teoretic Grigore Moisil din Bucureti
au fost prezentate i au fost publicate n 8 lucrri de specialitate,
n Proceeding-uri ISI la conferine internaionale: ICVL International Conference on Virtual Learning 2008 [136], 2009
[141], 2010 [213], [167], WCES - World Conference on
Educational Sciences 2010 [191], [133], eLSE 2011- eLearning
and Software for Education Conference [227], [165].
La finalul acestei teze, n urma analizei i a sintezei
ntregii mele activiti didactice, conchid c experimentul rmne
cel mai preios instrument al profesorului de Fizic, i m refer
aici la experimentul efectuat n mediul real. Am cutat ani de zile,
alturi de elevii i de colegii mei strategiile i soluiile
experimentale care pot capta i menine interesul spre studiul
Fizicii. Am crezut la un moment dat c mediul virtual conine
soluia optim i c ar putea prelua multe dintre situaiile
experimentale n care trebuie plasai elevii. Studiile i experiena
61
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