Teaching physics in primary and secondary schools is realized through classic
lecturing in classes of about 30 students, individual examinations, written
tests and assignments and laboratory exercises. Knowledge is transferred from
teachers to students mostly in its final form, which is not motivating for
students or their teachers to develop and construct knowledge actively. A
good way to overcome this problem is active teaching/learning through
application of cooperative form of learning, where the aim is that students
study through interaction which they enter on the basis of their previous
knowledge and skills and to become active creators of their knowledge. This
study presents a research survey with the aim to establish effects of
cooperative learning of physics and music as well as physics and art in
secondary schools. The surveys we conducted show that this approach to
teaching contributes to a higher level of understanding, better transfer of
knowledge, better achievement and also to the inner motivation of both
students and teachers. The obtained results indicate that cooperative
learning can be applied to students of all ages, for all school subjects and
within a large number of themes.
The Use of Multi-instrumental Approach to Teaching Physics
