IMPACT OF PHYSICS-ORIENTED TASKS ON UNDERSTANDING THE CONCEPTS OF ELECTRICAL PHENOMENA

Violeta Šlekienė; Loreta Ragulienė

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IMPACT OF PHYSICS-ORIENTED TASKS ON UNDERSTANDING THE CONCEPTS OF ELECTRICAL PHENOMENA

Title	IMPACT OF PHYSICS-ORIENTED TASKS ON UNDERSTANDING THE CONCEPTS OF ELECTRICAL PHENOMENA
Publication Type	Journal Article
Year of Publication	2006
Authors	Šlekienė, V, Ragulienė, L
Journal	Journal of Baltic Science Education
Volume	5
Issue	1
Start Page	61-73
Date Published	March/2006
Type of Article	Original article
ISSN	1648-3898
Other Numbers	ICID: 452560
Keywords	concept development, electrical phenomena, oriented tasks, pedagogical experiment, teaching physics
Abstract	Research on framing the schoolchildren’s concepts is supposed to be a scientifically and practically important issue of modern educology. In order the learners should conscientiously grasp the scientific concepts; the process of concept development must be properly organized and carefully controlled. To formulate the concepts of physics, the authors of the article followed the oriented tasks embracing definite didactic operation references. Research suggests that the oriented tasks in the educational process are performed as a guide determining the steady movement toward a positive result. A pedagogical experiment monitors the impact of physics-oriented tasks on understanding the concepts of electrical phenomena. A survey involved 230 ninth-formers presenting different schools of Lithuania. The experiment and its statistical assessment indicate that the oriented tasks help with perceiving the scientific concepts, highlight the schoolchildren’s typical mistakes and impose requirements for their correction and improvement.
URL	http://oaji.net/articles/2014/987-1404214394.pdf
Refereed Designation	Refereed
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