Fizikos interaktyvių mokomųjų kompiuterinių priemonių 8-ai klasei analizė ir kūrimas

SUMMARY

Analysis and development of interactive learning computer-aided software tools designed for physics subject in the 8^th classes

International researchers demonstrate that modern training aids may improve teaching and learning process. The application interactive computer-aided software tools in process of education may have meaningful and positive influence on results of students training. Using interactive learning computer-aided software tools students assimilate knowledge faster and more effectively. Such tools develop proper skills of students as well as teachers gain better possibilities to convey subject material in pictorial way.

It is appointed in analytic way that interactive learning computer-aided software tools are used more rarely than in other subjects. There are some reasons for that: programess are too complicated, they are not adjusted to curriculum and most of them is in foreign language.

Only 7 interactive learning computer–aided software tools are recommended to physics subject and only 2 of them are in native language. Moreover, only 1 is valid. One of the most favourable programme “Physics-8” (programme for teaching in 8 class) due to being operating system out of date and not coinciding with education standarts is not recommended.

Analysis of internet sites on physics subject indicates that they mostly are accessible easily and have suitable, comprehensible navigation, also they are quite well animated. Hovewer, such internet sites are less interactive, have too much information and do not have interactive exercises as well as self control tests.

Considering results of analysis it is decided to create an interactive internet site which is coordinated with common curriculum and with standarts of education and would be devoted for training physics subject in 8 classes. This internet site was named “Rectilineal gradual moving”.

When this training internet site was being designed, preference was given to active and mixed active types as well as to very high, high and medium high level of interaction since active learning computer-aided software tools interaction type directly stimulates actions of students. Demonstrative type gives information but does not require from a student to introduce the significant information.

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