CORRELATION BETWEEN OSCILLATORY MOTION AND GRAVITY REGARDED AS EDUCATIONAL CONTENT
DOI:
https://doi.org/10.35120/kij5403527kKeywords:
Oscillations, Weightlessness, Active LearningAbstract
The author of the paper has been teaching physics at Academy of technical and educational vocational
studies for the past seven years, of which two academic years took place during the Covid-19 pandemic. Internet
resources have been applied beforehand throughout the entire period, but with fully online teaching, it gained
particular importance. Educational approaches developed for online classes required students’ activities that would
further motivate them to study. In the academic year 2021/22, educational contents were enhanced with additional
linking of certain educational contents, which resulted from the obvious need to make the material as interesting as
possible, and to awaken curiosity about the contents. In this paper it is shown how a specific digital simulation can
be used for a teaching topic for which it was not originally intended, and it was also shown that in this way a useful
correlation of different teaching contents can be realized. The significance of the above-mentioned correlation is
reflected in the fact that it requires a teaching approach that leads to more effective learning process in class as well
as to greater motivation and greater activation of students in the class. A simulation related to the oscillation of a
mathematical pendulum is described in this paper, i. e. its ability to choose different strengths of gravitational fields
in which the pendulum oscillates, i. e. different gravitational accelerations. It was researched how students think
when for the given phenomena a zero gravity is approximated. It was researched whether the students realized a
change in their activities both in class and in their motivation for work. It is interesting that only after the
implementation of weightlessness as an educational content in the existing educational content on oscillatory
motion, the teacher saw certain alternative conceptions that some students built when they were studying about
oscillations.
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