Formation of research competence of students in physical laboratory workshop with ICT support

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Formation of research competence of students in physical laboratory workshop with ICT support

А.І. Салтикова

Д.І. Салтиков

М.В. Каленик

Сумський державний педагогічний університет імені А.С. Макаренка

Ю.О. Шкурдода

Сумський державний університет

Аннотация

Формирование исследовательской компетентности студентов происходит непосредственно в процессе осуществления исследовательской деятельности, которая в большинстве случаев связана с выполнением проектов, курсовых и квалификационных работ. Предлагается уже с первого курса закладывать основы для будущей успешной реализации исследовательской компетентности путем организации учебного процесса, при которой студенты включаются в различные виды деятельности и общения с целью не только формирования знаний и умений, но и приобретения опыта осуществления исследовательской деятельности, опыта самостоятельного решения проблем. тому подобное.

Использован опыт авторов по организации и проведению лабораторных занятий по физике, анализу и обобщению научной, научно-методической литературы. Для реализации компьютерного моделирования разработана специальная программа на языке программирования Pythonверсии 3.8, которая позволяет проводить расчеты и строить графики по результатам этих расчетов.

Summary

Saltykova A., Saltykov D., Kalenyk M., Shkurdoda Yu. Formation of research competence of students in physical laboratory workshop with ICT support.

The formation of research competence of students occurs directly in the process of research activities, which are mostly associated with the implementation of projects, coursework and qualification works. It is proposed to lay the foundations for the successful implementation of research competence from the freshman year through the organization of the educational process, in which students are involved in various activities and communication in order not only to form knowledge and skills, but gain experience in research, experience in solving problems etc.

The experience of authors for organizing and conducting laboratory classes on physics, analysis and generalization of scientific, methodological literature are used. To implement computer modeling, a special program was developed in the Python programming language version 3.8, which allows you to perform calculations and build graphs based on the results of these calculations.

The article highlights our own vision of solving this problem at a laboratory workshop on physics with ICT support. The use of ICT provides an opportunity to solve this problem more effectively. The authors show how in the process of performing a laboratory workshop future specialists learn to plan and organize research on a particular topic, interpret the results, design and present their own scientific achievements with the help of ICT. An example is the laboratory work to determine the velocity of a bullet, which combines traditional experiment with ICT support and model experiment. During its implementation, the stages of formation of research competence are traced.

It is shown that already in junior courses, in addition to gaining knowledge on the subject, the foundations are laid for the formation of a future specialist's research competence. Thus, the research competence of students is expedient and possible to form when performing an educational experiment in physics, which is modernized by the introduction of ICT achievements.

Key words: research competence, laboratory workshop, physics, ICT, model experiment, students.

Використано досвід авторів з організації і проведення лабораторних занять з фізики, аналіз і узагальнення наукової, науково-методичної літератури. Для реалізації комп 'ютер- ного моделювання була розроблена спеціальна програма на мові програмування Pythonверсії 3.8, яка дозволяє проводити розрахунки і будувати графіки за результатами цих розрахунків.

Показано, що вже на молодших курсах, крім отримання знать з предмету, закладаються основи для формування у майбутнього фахівця дослідницької компетентності. Отже, дослідницьку компетентність студентів доцільно і можливо формувати при виконанні навчального експерименту з фізики, модернізованого впровадженням сучасних досягнень ІКТ.

Information and communication technologies (ICT) have become an indispensable part of our life. Most of the stench stagnates at modern lighting. The improvement of ICT in the world of enlightenment gave rise to revolutionary transformations of traditional methods and technologies of education, which essentially accelerated the accumulation and transfer of knowledge and knowledge of the people and gave them access to different versions of the population.

Formulation of the problem. An example of the successful implementation of ICT is the emergence of the Internet - a global computer network that has virtually unlimited capabilities in collecting and storing information, transmitting it to each user personally. Changes in society have given impetus to the introduction of a competency-based approach in education. The emphasis is not on the amount of information learned because of learning, but on the formation of human ability to act in various problematic situations. An urgent problem for higher education institutions is teaching students how to obtain and process scientific information through independent research practice within the competence approach. This task requires purposeful formation of research competence of students, which contributes to the development of the activity of the individual, strengthening its need for knowledge.

Laboratory workshop on physics opens wide opportunities for the formation of several competencies, including research. It is manifested in the knowledge of the methodological basis of scientific research, the ability to plan and organize research on specific topics, interpret the results, design and present their own scientific achievements [1].

Analysis of recent research. The current stage of development of society is characterized by the widespread use of computer technology, new information technologies. Accordingly, the requirements for professional training are increasing. Its important characteristics such as creativity and innovation are one of the consequences of the formation of research competence.

The concept and methodology of realization of research activity of subjects of educational process of universities is reflected in works of O. Bulvinskaya, N. Divinskaya, N. Dyachenko,

O. Zhabenko, I. Linyova, Yu. Skiba, O. Yaroshenko and others [2].

Analysis of work on the development and conduct of laboratory workshops in physics showed that teaching physics is impossible without the involvement of ICT.

The use of information technology in laboratory work is considered in the studies of S. Velychko [3], Yu. Galatyuk [4], L. Konoshevsky, A. Petritsa, N. Sosnitska [5], V. Larionov, G. Erofeeva, E. Trofimova and others.

The expediency of using ICT for the organization of laboratory workshops in physics as a fundamental component of the educational process in the training of future teachers is covered in the works of I. Salnyk, E. Sirika, B. Susya [6] and others.

Modern teaching aids are changing approaches to the use of information technology, creating an effective learning environment with a focus on individual capabilities and needs of students [7].

Many authors are developing different methods of conducting laboratory workshops using ICT depending on the field of training of future professionals, but several problems remain unresolved. There are contradictions:

- between the need for quality preparation of the student to solve the problems of research activities and underestimation of the possibilities of forming his research competence at different stages of education;

- between the potential of the physical experimental workshop and the lack of development of its content and methods for the formation of research competence of a particular student.

The purpose of the article. In this regard, the aim of the article is to highlight the approach to the problem of forming the research competence of students in physical laboratory workshops with ICT support.

The authors' experience in organizing and conducting laboratory classes in physics, analysis and generalization of scientific, scientific and methodological literature is used. To implement computer simulation, a special program in the Python programming language version 3.8 was developed, which allows you to perform calculations and build graphs based on the results of these calculations.

Results of the research

research competence computer modeling

The way to the formation of cognitive and research competencies is research work (SRW) [1]. In Sumy State Pedagogical University named after A. Makarenko future physics teachers perform research throughout the period of study starting from the first year of bachelor's degree in higher education. One of the components of SRW is the laboratory workshop, which is an integral part of the educational process in the preparation of bachelors. Today we can distinguish many areas of physical workshop - a real experiment, demonstration experiment, virtual, model, automated. Undoubtedly, the real experiment is preferred, but with a different share of the use of computer technology. The use of computer technology in physical laboratories revives the experiment, reduces the time for routine calculations and scheduling, allows you to upgrade the instrument base. On the other hand, it is thought that excessive use of computer technology will reduce the effectiveness of the laboratory workshop. The share of the use of ICT in a real experiment can be distinguished: a real experiment in its traditional form, supported by information support for processing measurement results, model experiment, automated experiment. The choice of share depends on the goal set for students in the process of laboratory work. Thus, already in the first year of future professionals can introduce elements of research activities, which includes a number of invariant, mandatory components that allow you to structure it. We will consider stages of formation of research competence of students in more detail at performance of one of works of laboratory workshop on mechanics «Determination of speed of flight of a sphere by means of rotating disks». It consists of two parts: real experiment and modeling.

In the first part of the work, students reinforce the theoretical knowledge gained in lectures and seminars by experiment, explore real objects, gain skills to work with measuring instruments [8].

The second part of the work is devoted to a model experiment. It provides an opportunity to create a more holistic picture of the phenomenon under study. It is not possible to conduct a real experiment in a laboratory workshop because the necessary equipment is not available, and its use violates safety rules. In these conditions, the model experiment is the only visual material for a deeper study of the issues under study.

When performing laboratory work, future specialists learn to apply elements of research activities - in the calculations use the theory of errors and various methods of processing experimental data. Note that the development of research competence of future professionals is gradual in the learning process, so the laboratory workshop is one of the links that allows you to consistently acquire research skills and is the basis for future full-fledged research work.

A real experiment to determine the speed of a bullet. At the initial stage, students get acquainted with the topic of the work, problem formulation and installation to determine the speed of the ball with the help of rotating disks [9].

At the information-analytical stage, in accordance with the course of work, an experiment is carried out, information is collected, analyzed on the researched problem and an approach to its solution is developed.

At the research stage, students independently remove all physical quantities that appear in the formulas.

The experimental stage includes the theoretical calculation of the velocity of the bullet, critical evaluation of the results, the process of achieving them, presentation of results and evaluation of simulation results.

It should be noted that when performing a real physical experiment, almost all stages include repetitive operations: taking readings of various measuring instruments, logging the results in the form of tables, plotting the dependences of physical quantities and presenting the results. This takes up a significant amount of time spent on the job. The amount of time for these operations increases significantly when plotting dependencies in a wide range of measured values. Thus, study time is wasted unproductively. To make the work more efficient, applied mathematical packages are used to process the measurement results, create tabular forms in electronic form to record the measurement results, create tests to check the student's readiness for work or to defend it. The use of applications (Excel, MATLAB and others) to calculate measurement results, calculate errors, build dependencies can simplify calculations and free students from routine work. Thus computer processing allows to present results of measurements more visually graphically, to change scale of charts, to allocate and consider separate sites of the schedule, to build theoretical dependences and to compare it with experimental. The student can independently choose an application program for processing the results of the experiment or use the one suggested by the teacher.

Model experiment. In domestic and foreign markets, there are software products that allow you to use ready-made models and create your own. Many free economic zones create their own programs and software environments that allow to expand the laboratory workshop.

When conducting a model experiment, the student must understand not only the phenomenon under study, but also the methods of its mathematical description. Unlike a real experiment, where the experimenter acts directly on the object under study with the help of instruments, in the model one, the studied model is affected. Thus at the first stage of model experiment there is a transition from real system to model (mathematical construction of model), further - its experimental research and the last stage - extrapolation of the results received at research.

In laboratory work, in addition to the actual determination of the velocity of the ball with the help of rotating disks, we offer students to perform a model experiment to study the dependences:

1) the maximum thickness of the obstacle from the speed of penetration of the bullet, which moves at different angles to it;

2) the maximum thickness of the obstacle from the parameters of the bullets that are fired from different small arms.

Jacob de Mar's through-penetration rate formulas are used to find the dependences, Lambert's formula [10], Berezin's formula [11], which allow to carry out computer modeling of interaction of a sphere with an obstacle and to build graphic dependences of thickness of an obstacle on parameters of a sphere.

To implement computer modeling for dependency research, a program was developed that allows calculations and graphs based on the results of these calculations.

The program is implemented in the Python programming language version 3.8. This choice was justified by the wide range of opportunities it offers. This program can be scaled for more detailed calculations and constructions. The program consists of 3 components: Reader, Processor, Visualizer. This architecture, which has three atomic (independent of other components that perform only one task assigned to them), allows you to easily change, upgrade and scale it. In addition, the program allows you to change the way data is retrieved: read from a file or enter data manually by the user from the command line (in this case, only the Reader component will change).

Fig. 1. Dependence of the speed of penetrating the bullet on the thickness of the obstacle: blue line - meeting angle 0С, green line - meeting angle 10С, red line - meeting angle 20С, blue line - meeting angle 25С, purple line - meeting angle 30С.

As an example of the result of computer simulation, we give one of the dependencies that builds the developed program. The obstacle is the ceramic surface, the data were calculated for a 7.62 mm cartridge. The program also allows you to build the dependence of the speed of penetration of bullets of a sniper rifle Dragunov, Kalashnikov rifle and Tokarev pistol on the thickness of the obstacle they pierce.

Therefore, the simulation in this laboratory work allows you to change the angle of the bullet with the obstacle, the thickness of the obstacle and the type of small arms. Increasing the parameters makes the process of determining the thickness of the obstacle that can be pierced by a particular small arms more accurate.

The advantages of modeling include the visualization of the results of experimental research in real time, control of the physical process, high accuracy and speed of mathematical processing of the results, their storage on electronic media. Conducting experiments on computer models makes it possible to eliminate some of the routine labor-intensive work, to avoid many monotonous measurement operations, and this expands the content of educational tasks by varying the experimental conditions, number of research objects and parameters. This creates a basis for the organization of research work.

Each stage of laboratory work in the laboratory workshop is both reproductive and research. Involvement of students in various activities as active participants in the learning process, research tasks and the development of creative and critical thinking, the formation of readiness for self-development and self-improvement is a necessary condition for their research experience as a characteristic feature of research competence.

Conclusions and prospects of further research

Competence approach to modern higher education means teaching students how to search and process information through independent research. This choice of direction requires purposeful development of students' research competence. Therefore, it is necessary to organize the educational process when the student is immersed in the research environment. To do this, we propose to make more active use of learning opportunities in physical laboratory workshops. The use of ICT makes it possible to solve this problem more effectively. As an example, we offer laboratory work to determine the velocity of the ball, which combines traditional and model experiments. Tasks for the formation of research competence in the process of laboratory work are solved considering the achievements of information technology, namely - computing, measuring, graphics and other capabilities. When performing research activities in the process of work, the student learns to clearly see the problem of research, analyzes the known and unknown, and already based on analysis puts forward his subjective hypothesis to solve the problem and justify it in defense. Thus, already in the first year, in addition to gaining knowledge of the subject, the foundations are laid for the formation of a future specialist research competence. Thus, it is expedient and possible to form students' research competence within the framework of a laboratory workshop on physics, modernized by introducing laboratory works using ICT achievements. We link further research in this area.

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