Realiųjų ir virtualiųjų demonstracijų panaudojimas mokant fizikos vidurinėje mokykloje

LTSiekiant sudominti ugdytinį mokymo procesu, kelti jo pažintinius interesus, būtina formuoti teigiamą požiūrį į mokomąjį dalyką. Tam didelę reikšmę turi mokymo metodai ir priemonės, kuriomis galima skatinti interesą konkrečiam dalykui. Skatinant interesą, reikia naudoti tokius metodus, kurie verstų mokinį būti ne pasyviu stebėtoju, o aktyviu ugdymo proceso dalyviu. Tam pasitarnauja demonstracijos ir bandymai. Išskiriami trys fizikos demonstracijų būdai:  Realiosios – tokios, kurioms atlikti naudojamos realios, tikros mokymo priemonės ir prietaisai. Realiųjų demonstracijų bandymai vaizdūs, efektyvūs, tačiau ne visada gerai pastebimi reiškinio rezultatai. Todėl kartais neįmanoma iki galo paaiškinti fizikos reiškinio, suformuluoti dėsnio.  Virtualiosios demonstracijos – tai kompiuterizuotas matematinis realios fizinės sistemos modelis. Galima stebėti vaizdžius procesus, matyti brėžinius, yra galimybė keisti tam tikrus parametrus. Pakeitus sistemos kintamųjų vertes, keičiasi visa sistema ir galima analizuoti įvairius reiškinio aspektus. Tokia demonstracija galima parodyti reiškinius, kurių realiomis priemonėmis nepavaizduotume. Tačiau mokymas nutolsta nuo realybės, mokiniai nesupažindinami su realiomis priemonėmis. Virtualias demonstracijas gali parengti tik specialistas, gerai išmanantis informacines technologijas ir matematinį modeliavimą.  Realios kompiuterizuotos demonstracijos, kai kompiuterizuotas duomenų gavimas ir vaizdavimas naudojamas kartu su realiomis demonstracinėmis priemonėmis. Mokiniai stebi realiai vykstantį reiškinį, yra galimybė keisti parametrus savo nuožiūra, stebėti gana tiksliai matematiškai apdorotus eksperimento rezultatus (grafikai, lygtys, matematinė analizė). Tačiau mokytojams reikalingas papildomas laikas išmokti dirbti su kompiuterizuotomis mokymo sistemomis ir pasirengti demonstracijoms. [P. 74].

ENTeaching means and methods that motivate pupils interest in particular subject has important significance to formation of pupils’ opinion on that subject. In order to motivate interest in subject it is crucial to find such methods that make pupils to be an active participant of learning process, but not a passive observer. Physics as a science has an unlimited potential to master new teaching methods and to educate cogitation of pupils. Demonstrational experiments are particularly suitable for that. Knowledge got during experiments are easy memorized and well memorable. Pupils gain desire to more actively study objects which are related to phenomena examined during demonstrations in physics. That is the main reason why demonstrational experiments develop interest in subject. In this paper three methods of how to perform demonstrational experiment are discussed while emphasizing positive and negative sides of these methods. Few different demonstrations for the study of the electromagnetic induction are presented in this article. Today demonstration in schools can be of three different kinds: real, virtual and interactive computer based real demonstrations. Three different kinds of demonstrations and their advantages and drawbacks are analyzed in the paper. Real demonstrations are when real devices and tools are used to perform it. Experiments during real demonstrations are visual and effective but sometimes are hard to observe the results. Because of that sometimes it is hard to fully explain observed phenomenon and to formulate the law. Virtual demonstrations are mathematical models of real physical system. During such demonstration we can observe visual processes, view plots. Because in virtual demonstration there is possibility to change certain parameters so it’s possible to see how certain variables affects the whole system and to analyze different aspect of the observed phenomenon.Also it is worth to mention that with virtual demonstrations it is possible to demonstrate such phenomena which are hard and costly to demonstrate during real experiments. However during virtual demonstrations pupils aren’t introduced to real tools and devices necessary to perform real experiment. In order to perform good virtual demonstrations teachers must have excellent mathematical modeling and information technology skills. Computer based real demonstrations are performed when together with real demonstrations data acquisition and representation are performed. In such demonstrations pupils observe live experiment and have possibility to change parameters, to view results which are processed by computer (plots, equations, mathematical analysis). Though, additional time is required for teachers to plan the demonstrations and to master the systems. If possessed at the cabinet of physics, data acquisition and representation together with real experiment are the best system for learning physics. Nevertheless real 77 and virtual systems, which enables to see and understand phenomena which with real devices it is difficult to demonstrate, are also necessary in the process of learning. Key words: teaching of physics, real, virtual and computer based real demonstrations.