Based on the conclusions of my previous research activity and on many previous studies related to attitudes of students to physics in high schools and in universities [1], it has become clear that physics classes should be made more colourful, attractive and interactive. In order to improve our students’ researching, questioning, critical thinking, problem solving, decision making and computational competencies we should focus more on different types of activities (hands-on experiments, ICT based activities, educational games, study of simulated phenomena). For increasing their motivation we can use different types of educational methods like cooperation, project method or peer instruction, flip classroom [2] etc.The aim of this work is to show some examples of the resources from the online courses: http://www.sukjaro.eu/cikkek/cikkek.htm prepared to teach some of the fundamentals of modern physics. All free online courses - or parts of them - can be used separately to teach modern physics in high schools or at BSc level. Each course includes gamification and group-work activities, contains students’ and teachers’ guides and self-evaluation tools, like multiple choice questions, interactive exercises with simulation, theoretical exercises etc.All courses are related to study of the properties of the radioactivity: the random behaviour, the exponential decay law, notions of half-life, decay constant and activity. If we want to let our students leave high schools, universities and colleges with an adequate knowledge and with applicable skills in physics we should use the advantage of the ICT, multimedia and their applications [3].
Keywords: ICT; BYOD; experiments; simulation; video;
References:
[1] H. Kaya et all: Attitude towards Physics lessons and Physical experiments of the high school students, In: European Journal of Physics Education, 2016, Vol. 2 No. 1, URL:
https://www.researchgate.net/publication/266031238Attitudes_Towards_Physics_Lessons and_Physical_Experiements_of_the_High_School_Students
[2] B. Jarosievitz: The impact of ICT and multimedia used to flip the classroom (Physics lectures) via Smart phones and tablets, In: Proceedings of the 20th International Conference on Multimedia in Physics Teaching and Learning, Edited by Lars-Jochen Thoms and Raimund Girwidz, Published by the European Physical Society; September 9–11, 2015; at LMU Munich, Germany; Volume number: 39 B.; pp. 357-363.
[3] B. Jarosievitz: ICT use in science Education, In: Research, Reflections and Innovations in Integrating ICT in Education, 2009, Vol. 1 (Editors: A. Méndez Vilas, A. Solano Martín, J. Mesa González, J. A. Mesa González). pp. 382-386.
[4] B. Jarosievitz: 101 Ideas for Innovative Teachers, Jedlik Oktatási Stúdió, Budapest, Hungary, 2006, Microsoft, pp: 46-52
[5] B. Jarosievitz, Cs. Sükösd: The exponential decay law;
http://www.sukjaro.eu/cikkek/exp_engl/home/index.htm
[6] B. Jarosievitz, Cs. Sükösd: Radioactivity;
http://www.sukjaro.eu/cikkek/radioactivity/home/index.htm
[7] OECD (2015), OECD/INFE Core competencies framework on financial literacy for youth
[8] Core Competencies for Early Education and Care and Out of School Time Educators. Massachusetts Department of Early Education and Care, 2010;
http://www.eec.state.ma.us/docs1/profdevel/core_comp_packet.pdf
[9] Cynthia, J. Brame et all: Using cooperative learning groups effectively, 2015
https://cft.vanderbilt.edu/guides-sub-pages/setting-up-and-facilitating-group-work-using-cooperative-learning-groups-effectively
[10] L.Moccozet et all: Gamification-based assessment of group work.
https://www.researchgate.net/publication/255722750Gamification based_assessment_of_group_work
[11] Brian M.: Exponential Decay Spreadsheet Simulations, 2000,
http://www.tissuegroup.chem.vt.edu/chem-ed/simulations/info-exponential-decays.html
[12] Exponential decay,
https://en.wikipedia.org/wiki/Exponential_decay
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