from 01.01.1992 to 01.01.2025
Glazov, Izhevsk, Russian Federation
UDC 37
The article deals with the problem of system analysis of the concept "educational physical experiment" (UPE) in the methodology of teaching physics using artificial intelligence. The relevance of the research is due to the ambiguity of the interpretation of UPE in the scientific and methodological literature, the multiplicity of its definitions and the need for a comprehensive review of its structure, functions and psychological and pedagogical aspects. The purpose of the work is to analyze the key characteristics of UPE (goals, functions, types, stages of implementation, didactic requirements, pedagogical principles) using the neural network. In the course of the study, six types of definitions of UPE were obtained (methodological, pedagogical, psychological-pedagogical, structural-functional, through scientific analogy, extended), mental map reflecting the multidimensional structure of the concept UPE, including projection on the axis "conditions–result–analysis" were con-structed. Special attention is paid to the connection of UPE with other teaching methods (explanatory and illustrative, problem-based, research), as well as its role in solving theoretical and experimental problems. The key psychological and pedagogical aspects are identified: the influence on perception and thinking, the development of cognitive processes, the formation of internal motivation, and the implementation of an activity-based approach. The results demonstrate the potential of AI as a tool for systematizing pedagogical concepts and obtaining qualitatively new interpretations, which is of practical importance for improving the methodological training of future physics teachers and increasing the effectiveness of physical education.
educational physics experiment, artificial intelligence, Qwen neural network, methods of teaching physics, mental map, psychological and pedagogical aspects, activity approach.
1. Antonov A. V. Sistemnyj analiz [System analysis]. Moscow: INFRA-M, 2017. 366 p. (in Russian) EDN: https://elibrary.ru/YIDWEX
2. Burov V. A., Zvorykin B. S. Frontal'nye laboratornye zanjatija po fizike v srednej shkole: Posobie dlja uchitelej [Frontal laboratory classes in physics in secondary schools: A manual for teachers]. Moscow: Prosveshhenie, 1968. 192 p. (in Russian)
3. Vygotskij L. S. Problema vozrasta [The problem of age] // Sobranie sochinenij: V 6 t. Moscow: Pedagogika, 1984. T. 4. pp. 244–262. (in Russian)
4. Dik Ju. I. Metodika prepodavanija fiziki: Ucheb. posobie dlja stud. ped. vuzov [Methods of teaching physics: A textbook for students of pedagogical sciences] / Pod red. N. S. Puryshevoj. Moscow: VLADOS, 2002. pp. 112–125. (in Russian)
5. Ivanova L. A. Demonstracionnyj jeksperiment po fizike v srednej shkole: Posobie dlja uchitelej [Demonstration experiment in physics in secondary school: A manual for teachers] / Pod red. S. E. Kameneckogo. Moscow: Prosveshhenie, 1974. 208 p. (in Russian)
6. Ivanova L. A., Kameneckij S. E. Metodika prepodavanija fiziki v srednej shkole: Obshhaja chast' [Methods of teaching physics in secondary schools: A general part]. Mos-cow: Prosveshhenie, 1986. pp. 134–140. (in Russian)
7. Lanina I. Ja. Formirovanie poznavatel'nyh interesov uchashhihsja na urokah fiziki [Formation of cognitive interests of students in physics lessons]. Leningrad: Prosveshhenie, 1985. 112 p. (in Russian)
8. Leont'ev A. N. Dejatel'nost'. Soznanie. Lichnost' [Activity. Conscience. Personali-ty]. Moscow: Smysl: Izda-tel'skij centr «Akademija», 2020. 368 p. (in Russian)
9. Majer V. V. Jelementy uchebnoj fiziki kak osnova organizacii processana-uchnogo poznanija v sovremennoj sisteme fizicheskogo obrazovanija [Elements of educational physics as the basis for the organization of scientific knowledge in the modern system of physical education]: dis. ... d-ra ped. nauk. Glazov, 2000. 409 p. (in Russian) EDN: https://elibrary.ru/NLVCLL
10. Orehov V. P. (red.) Metodika prepodavanija fiziki v srednej shkole: Obshhaja metodika [Methods of teaching physics in secondary schools: A general methodology] / Pod red. V. P. Orehova. Moscow: Prosveshhenie, 1973. 352 p. (in Russian)
11. Pinskij A. A., Bugaev A. I. Metodika prepodavanija fiziki v srednej shkole: Obshhaja metodika [Methods of teaching physics in secondary schools: A general methodology]. Moscow: Prosveshhenie, 1981. pp. 135–150. (in Russian)
12. Purysheva N. S. Realizacija kompetentnostnogo podhoda v obuchenii fizike [Im-plementation of the competence approach in teaching physics] // Fizika v shkole. 2008. № 5. pp. 34–39. (in Russian)
13. Purysheva N. S., Vazheevskaja N. E., Isaev D. A. Fizika. 7–9 klassy: Programma i tematicheskoe planirovanie [Physics. Grades 7-9: Program and thematic planning]. Moscow: Drofa, 2010. (in Russian)
14. Rubinshtejn S. L. Osnovy obshhej psihologii [Fundamentals of general psychology]. Moscow: Universitetskaja kniga: Logos, 2019. 712 p. (in Russian)
15. Tul'chinskij M. E. Kachestvennye zadachi po fizike v srednej shkole [Qualitative problems in physics in secondary school]. Moscow: Prosveshhenie, 1972. 240 p. (in Rus-sian)
16. Usova A. V., Pilipko N. N. Metodika prepodavanija fiziki v srednej shkole: Teoreticheskie osnovy [Methods of teaching physics in secondary schools: Theoretical foundations]. Moscow: Prosveshhenie, 1973. 256 p. (in Russian)
17. Usova A. V., Bobko N. N. Formirovanie u uchashhihsja fizicheskih ponjatij [Formation of students' physical concepts]. Moscow: Prosveshhenie, 1985. 159 p. (in Russian)
18. Atkinson, J. W. Motivational determinants of risk-taking behavior // Psychological Review. 1957. 64(6). pp. 359–372. https://doi.org/10.1037/h0043445
19. Deci, E. L., Ryan, R. M. Intrinsic motivation and self-determination in human behavior. New York: Plenum Press, 1985. 372 p. DOI: https://doi.org/10.1007/978-1-4899-2271-7
