This paper concerns the relationship and co-ordination between physics and mathematics curricula. A new school reform was introduced in Poland in 2017. The 3-level system: primary school (grades 1-6) – middle school (grades 7-9) – high school (grades 10-12 or 13) has been replaced by a 2-level system: primary school (grades 1-8) and high school (grades 9-12 or 13). Two types of national school curricula are simultaneously in use in Poland since 2017. A comparison between the two existing curricula in Poland provides for interesting implications in the context of mathematics and physics education. In our analysis, special interest will be given to the notion of function. As it turns out, at the new primary school level, a physics teacher has to be a mathematics teacher as well, because the notion of function is not introduced anymore at that level during mathematics lessons despite it being a necessary tool for use during physics lessons.This paper concerns the relationship and co-ordination between physics and mathematics curricula. A new school reform was introduced in Poland in 2017. The 3-level system: primary school (grades 1-6) – middle school (grades 7-9) – high school (grades 10-12 or 13) has been replaced by a 2-level system: primary school (grades 1-8) and high school (grades 9-12 or 13). Two types of national school curricula are simultaneously in use in Poland since 2017. A comparison between the two existing curricula in Poland provides for interesting implications in the context of mathematics and physics education. In our analysis, special interest will be given to the notion of function. As it turns out, at the new primary school level, a physics teacher has to be a mathematics teacher as well, because the notion of function is not introduced anymore at that level during mathematics lessons despite it being a necessary tool for use during physics lessons.
{"title":"Struggling with physics and mathematics curricula based on the notion of function in the context of the educational reform in Poland","authors":"M. Sajka, R. Rosiek","doi":"10.1063/1.5124773","DOIUrl":"https://doi.org/10.1063/1.5124773","url":null,"abstract":"This paper concerns the relationship and co-ordination between physics and mathematics curricula. A new school reform was introduced in Poland in 2017. The 3-level system: primary school (grades 1-6) – middle school (grades 7-9) – high school (grades 10-12 or 13) has been replaced by a 2-level system: primary school (grades 1-8) and high school (grades 9-12 or 13). Two types of national school curricula are simultaneously in use in Poland since 2017. A comparison between the two existing curricula in Poland provides for interesting implications in the context of mathematics and physics education. In our analysis, special interest will be given to the notion of function. As it turns out, at the new primary school level, a physics teacher has to be a mathematics teacher as well, because the notion of function is not introduced anymore at that level during mathematics lessons despite it being a necessary tool for use during physics lessons.This paper concerns the relationship and co-ordination between physics and mathematics curricula. A new school reform was introduced in Poland in 2017. The 3-level system: primary school (grades 1-6) – middle school (grades 7-9) – high school (grades 10-12 or 13) has been replaced by a 2-level system: primary school (grades 1-8) and high school (grades 9-12 or 13). Two types of national school curricula are simultaneously in use in Poland since 2017. A comparison between the two existing curricula in Poland provides for interesting implications in the context of mathematics and physics education. In our analysis, special interest will be given to the notion of function. As it turns out, at the new primary school level, a physics teacher has to be a mathematics teacher as well, because the notion of function is not introduced anymore at that level during mathematics lessons despite it being a necessary tool for use during physics lessons.","PeriodicalId":66415,"journal":{"name":"21世纪数量经济学","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75109510","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper is a tribute to my colleague prof. RNDr. Ivan Banik, PhD, who died on July 2, 2017. It was shortly after we decided to work on this article. It took me quite long to continue and finish at least the small part of our planned work. His invention in preparing simple experiments was well known, and this was how we became not only colleagues but friends as well. Our common effort was to make students like physics. One way to increase the interest in physics is to strengthen the experimental component of physics teaching and, in particular, to promote simple experiments that student can also perform independently at home. The simple experiment helps to eliminate mechanical forms of studying, gives more tangible physical content and develops physical thinking. Provides a stimulus for own creative search of physical contexts. Physics is basically experimental, but the experiment is also a natural part of the learning process.This paper is a tribute to my colleague prof. RNDr. Ivan Banik, PhD, who died on July 2, 2017. It was shortly after we decided to work on this article. It took me quite long to continue and finish at least the small part of our planned work. His invention in preparing simple experiments was well known, and this was how we became not only colleagues but friends as well. Our common effort was to make students like physics. One way to increase the interest in physics is to strengthen the experimental component of physics teaching and, in particular, to promote simple experiments that student can also perform independently at home. The simple experiment helps to eliminate mechanical forms of studying, gives more tangible physical content and develops physical thinking. Provides a stimulus for own creative search of physical contexts. Physics is basically experimental, but the experiment is also a natural part of the learning process.
{"title":"Home experiments - A way to increase the interest of young people in physics, technology and natural sciences","authors":"I. Baník, G. Pavlendová","doi":"10.1063/1.5124746","DOIUrl":"https://doi.org/10.1063/1.5124746","url":null,"abstract":"This paper is a tribute to my colleague prof. RNDr. Ivan Banik, PhD, who died on July 2, 2017. It was shortly after we decided to work on this article. It took me quite long to continue and finish at least the small part of our planned work. His invention in preparing simple experiments was well known, and this was how we became not only colleagues but friends as well. Our common effort was to make students like physics. One way to increase the interest in physics is to strengthen the experimental component of physics teaching and, in particular, to promote simple experiments that student can also perform independently at home. The simple experiment helps to eliminate mechanical forms of studying, gives more tangible physical content and develops physical thinking. Provides a stimulus for own creative search of physical contexts. Physics is basically experimental, but the experiment is also a natural part of the learning process.This paper is a tribute to my colleague prof. RNDr. Ivan Banik, PhD, who died on July 2, 2017. It was shortly after we decided to work on this article. It took me quite long to continue and finish at least the small part of our planned work. His invention in preparing simple experiments was well known, and this was how we became not only colleagues but friends as well. Our common effort was to make students like physics. One way to increase the interest in physics is to strengthen the experimental component of physics teaching and, in particular, to promote simple experiments that student can also perform independently at home. The simple experiment helps to eliminate mechanical forms of studying, gives more tangible physical content and develops physical thinking. Provides a stimulus for own creative search of physical contexts. Physics is basically experimental, but the experiment is also a natural part of the learning process.","PeriodicalId":66415,"journal":{"name":"21世纪数量经济学","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88853867","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The basic principle of coin detection is to test the physical properties of the coin against known characteristics of acceptable coins. The coin acceptor analyses the coin according to its size, diameter, thickness, mass, metal composition and/or magnetism. The article discusses the possible principle of distinguishing Czech coins based on their influence on the magnetic field. In CAD SolidWorks a 3D model was created to fit a standard school coil. The model was printed by 3D printer Prusa i3 MK3S and supplemented with a magnetic field sensor from Vernier. After placing the coin into the core the changes of magnetic field magnitude are measured. There is measured the changes of magnitude of the magnetic field.The basic principle of coin detection is to test the physical properties of the coin against known characteristics of acceptable coins. The coin acceptor analyses the coin according to its size, diameter, thickness, mass, metal composition and/or magnetism. The article discusses the possible principle of distinguishing Czech coins based on their influence on the magnetic field. In CAD SolidWorks a 3D model was created to fit a standard school coil. The model was printed by 3D printer Prusa i3 MK3S and supplemented with a magnetic field sensor from Vernier. After placing the coin into the core the changes of magnetic field magnitude are measured. There is measured the changes of magnitude of the magnetic field.
{"title":"Physical model of coin acceptor","authors":"Vladimír Vochozka, V. Burdová, J. Tesař, P. Černý","doi":"10.1063/1.5124782","DOIUrl":"https://doi.org/10.1063/1.5124782","url":null,"abstract":"The basic principle of coin detection is to test the physical properties of the coin against known characteristics of acceptable coins. The coin acceptor analyses the coin according to its size, diameter, thickness, mass, metal composition and/or magnetism. The article discusses the possible principle of distinguishing Czech coins based on their influence on the magnetic field. In CAD SolidWorks a 3D model was created to fit a standard school coil. The model was printed by 3D printer Prusa i3 MK3S and supplemented with a magnetic field sensor from Vernier. After placing the coin into the core the changes of magnetic field magnitude are measured. There is measured the changes of magnitude of the magnetic field.The basic principle of coin detection is to test the physical properties of the coin against known characteristics of acceptable coins. The coin acceptor analyses the coin according to its size, diameter, thickness, mass, metal composition and/or magnetism. The article discusses the possible principle of distinguishing Czech coins based on their influence on the magnetic field. In CAD SolidWorks a 3D model was created to fit a standard school coil. The model was printed by 3D printer Prusa i3 MK3S and supplemented with a magnetic field sensor from Vernier. After placing the coin into the core the changes of magnetic field magnitude are measured. There is measured the changes of magnitude of the magnetic field.","PeriodicalId":66415,"journal":{"name":"21世纪数量经济学","volume":"134 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79096679","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Due to the upcoming reform of Frame Educational Programs in the Czech Republic it appeared to be important to know what physics teachers want from the planned reform as well as their views on various aspects of existing programs. The survey organized by the Ministry of Education, Youth and Sports of the Czech Republic in 2017 provided just very general answers of teachers of all subjects. That’s why an independent more detailed survey among Czech physics teachers and other professionals in the area of physics education was organized on the platform of Physical Pedagogical Society of The Union of Czech Mathematicians and Physicists in the beginning of 2018. The results proved to be important for further activities concerning planned reforms. In the paper, main results of the survey are presented and discussed as well as the strategy to engage a broad community of physics educators and teachers in the discussion and planning of reforms, partly independently of “official structures”.Due to the upcoming reform of Frame Educational Programs in the Czech Republic it appeared to be important to know what physics teachers want from the planned reform as well as their views on various aspects of existing programs. The survey organized by the Ministry of Education, Youth and Sports of the Czech Republic in 2017 provided just very general answers of teachers of all subjects. That’s why an independent more detailed survey among Czech physics teachers and other professionals in the area of physics education was organized on the platform of Physical Pedagogical Society of The Union of Czech Mathematicians and Physicists in the beginning of 2018. The results proved to be important for further activities concerning planned reforms. In the paper, main results of the survey are presented and discussed as well as the strategy to engage a broad community of physics educators and teachers in the discussion and planning of reforms, partly independently of “official structures”.
{"title":"Views of physics teachers concerning possible reform of framework educational programs in the Czech Republic","authors":"L. Dvořák, I. Dvořáková, V. Koudelková","doi":"10.1063/1.5124741","DOIUrl":"https://doi.org/10.1063/1.5124741","url":null,"abstract":"Due to the upcoming reform of Frame Educational Programs in the Czech Republic it appeared to be important to know what physics teachers want from the planned reform as well as their views on various aspects of existing programs. The survey organized by the Ministry of Education, Youth and Sports of the Czech Republic in 2017 provided just very general answers of teachers of all subjects. That’s why an independent more detailed survey among Czech physics teachers and other professionals in the area of physics education was organized on the platform of Physical Pedagogical Society of The Union of Czech Mathematicians and Physicists in the beginning of 2018. The results proved to be important for further activities concerning planned reforms. In the paper, main results of the survey are presented and discussed as well as the strategy to engage a broad community of physics educators and teachers in the discussion and planning of reforms, partly independently of “official structures”.Due to the upcoming reform of Frame Educational Programs in the Czech Republic it appeared to be important to know what physics teachers want from the planned reform as well as their views on various aspects of existing programs. The survey organized by the Ministry of Education, Youth and Sports of the Czech Republic in 2017 provided just very general answers of teachers of all subjects. That’s why an independent more detailed survey among Czech physics teachers and other professionals in the area of physics education was organized on the platform of Physical Pedagogical Society of The Union of Czech Mathematicians and Physicists in the beginning of 2018. The results proved to be important for further activities concerning planned reforms. In the paper, main results of the survey are presented and discussed as well as the strategy to engage a broad community of physics educators and teachers in the discussion and planning of reforms, partly independently of “official structures”.","PeriodicalId":66415,"journal":{"name":"21世纪数量经济学","volume":"51 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82708898","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Experiments with the tablet in informal education","authors":"Ľ. Valovičová, J. Ondruška","doi":"10.1063/1.5124780","DOIUrl":"https://doi.org/10.1063/1.5124780","url":null,"abstract":"","PeriodicalId":66415,"journal":{"name":"21世纪数量经济学","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87352916","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pavel Masopust, J. Kohout, Marie Mollerová, Lukáš Feřt
{"title":"Overview of outcomes of project Didaktika – Člověk a příroda A (Didactics – Human and Nature A)","authors":"Pavel Masopust, J. Kohout, Marie Mollerová, Lukáš Feřt","doi":"10.1063/1.5124767","DOIUrl":"https://doi.org/10.1063/1.5124767","url":null,"abstract":"","PeriodicalId":66415,"journal":{"name":"21世纪数量经济学","volume":"54 1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83243610","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Fragments from history of education of physics in elementary school in time of Austro-Hungarian Empire","authors":"Bohumila Kroupová, B. Vybíral","doi":"10.1063/1.5124760","DOIUrl":"https://doi.org/10.1063/1.5124760","url":null,"abstract":"","PeriodicalId":66415,"journal":{"name":"21世纪数量经济学","volume":"62 12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91082515","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Professional and hobby hands-on-remote experiments","authors":"F. Lustig, P. Brom, Pavel Kuriscák","doi":"10.1063/1.5124764","DOIUrl":"https://doi.org/10.1063/1.5124764","url":null,"abstract":"","PeriodicalId":66415,"journal":{"name":"21世纪数量经济学","volume":"331 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80522682","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Student preparedness for practical life from the perspective of PISA 2015 results","authors":"Dana Mandíková","doi":"10.1063/1.5124766","DOIUrl":"https://doi.org/10.1063/1.5124766","url":null,"abstract":"","PeriodicalId":66415,"journal":{"name":"21世纪数量经济学","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81875357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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