Broadening didactic resource of physics dictation
DOI:
https://doi.org/10.55056/seq.817Keywords:
physics education, dictation methods, assessment techniques, active learning, problem-solving skills, thermodynamics, optics, dynamics, student engagementAbstract
It is well known that even excellent scientific and methodological presentation of educational material cannot yield high results without constant monitoring of course assimilation. There are many forms of assessment; one of them is physics dictation. Systematic and regular implementation of dictations, especially of various types, significantly expands the possibilities of this form of work. In accordance with the lesson structure and its educational objectives, we employ several types of dictations (lasting 5 to 25 minutes).
This article is a translation of the original work by Illia O. Teplytskyi (1941--2018), published in Russian in the journal Fizika v shkole (Physics in school), 1985, No. 1, pp. 22-28.
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Burov, V.A., Kabanov, S.F. and Sviridov, V.I., 1981. Frontal’nye jeksperimental’nye zadanija po fizike v 6-7 klassah srednej shkoly. Posobie dlja uchitelej [Frontal experimental tasks in physics in grades 6-7 of secondary school. Manual for teachers]. Moscow: Prosveshhenie.
Teplitsky, I.A., 1985. Rasshirenie didaktichesjih vozmozhnostej fizicheskogo diktanta = Broadening didactic resources of physics dictation. Fizika v shkole, (1), pp.22–28. Available from: https://doi.org/10.31812/123456789/3183.
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Copyright (c) 2024 Ilya A. Teplitsky (Author); Serhiy O. Semerikov (Translator)
This work is licensed under a Creative Commons Attribution 4.0 International License.
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Accepted 2024-01-14
Published 2024-01-21
