scholarly journals Didactic bases of teaching "Physics of atomic and nuclear structure" in continuous physics education

2020 ◽  
Vol 3 (9) ◽  
pp. 56-58
Author(s):  
Goibova Nargiza Ziyokhonovna
Keyword(s):  
Continuing Education ◽  
Physics Education ◽  
Nuclear Physics ◽  
Nuclear Energy ◽  
Topical Issue ◽  
Radiation Physics ◽  
Deformed Nucleus ◽  
Education Science ◽  
Teaching Physics

The development of atomic and nuclear physics, the efficient use of nuclear energy plays an important role in the international arena. The structure of the atom and the nucleus, the training of internationally advanced personnel to improve the use of its energy is a topical issue today. The role of atomic and nuclear physics in education, science and industry in our country is wide. However, taking into account the fact that the introduction of modern and new areas of nuclear physics, such as radiation physics, deformed nucleus physics, into the system of continuing education will further increase the efficiency of specialists trained in this field.

scholarly journals Active Learning in the Heureka Project — Teachers in the Role of Students

2017 ◽  
Vol 8 ◽  
Author(s):  
Irena Dvořáková
Keyword(s):  
Active Learning ◽  
Physics Education ◽  
Annual Conference ◽  
Learning And Teaching ◽  
Systematic Training ◽  
Approach To Teaching ◽  
Teaching Physics ◽  
Voluntary Basis

Our long-term Heureka project is based on the principle of active work in learning and teaching — both at school with students and in teacher training. Teachers in our seminars work the same way as students at schools — solving the same problems, doing the same experiments and sometimes even making the same mistakes. Our seminars provide longterm systematic training — the cycle of seminars for new participants takes ten weekends during the course of two years. That gives all participants the possibility and especially the time to change their approach to teaching physics. The character of our seminars is rather informal: the seminars are free of charge and teachers join Heureka on a voluntary basis, gaining no formal advantages or benefits at their schools. The seminars take place during weekends, with teachers staying (and sleeping) in classrooms. In the autumn of 2012, we started already the 6th seminar cycle. Over the years, we have built a network of about 150 active teachers who have the possibility to meet at various advanced seminars and at “The Heureka Workshops” annual conference. The conference regularly attracts more than 100 participants and includes international guests. We are convinced that our experience could be interesting and inspiring for other people working in physics education in different countries.

scholarly journals Using Analogies in Teaching Physics: A Study on Latvian Teachers' Views and Experience

2015 ◽  
Vol 17 (2) ◽  
pp. 53-73 ◽  
Author(s):  
Lolita Jonāne
Keyword(s):  
Physics Education ◽  
Qualitative Methodology ◽  
Modern Society ◽  
Thinking Skills ◽  
Pedagogical Practice ◽  
Physics Teachers ◽  
Analogical Thinking ◽  
Group Interviews ◽  
Teaching Physics

Abstract The role of analogies as tools for teaching difficult science concepts has been widely discussed in science education. The application of analogies in the context of sustainable education involves richer potential. The purposeful use of appropriate analogies can facilitate analogical thinking and transfer skills, as well as develop abilities which are required for life and lifelong learning, including successful integration into modern society and facility within our technology saturated world. Analogical thinking supports development of students’ higher order thinking skills. The aim of this study was to identify Latvian physics teachers’ views on the importance of analogies and the methodology of their usage in physics education, as well as to discover innovative examples of analogies. The study involves both quantitative and qualitative methodology: survey of 35 secondary school physics teachers and group interviews with 18 experienced physics teachers. The findings reveal that, in general, now and then Latvian physics teachers use analogies in their pedagogical practice, although they are mostly simplistic and with illustrative character. Some teachers use analogies in order to help students build new knowledge through activating, transferring, and applying existing knowledge and skills in unfamiliar situations.

MODELING USING PHET SIMULATIONS IN TEACHING PHYSICS AT SECONDARY SCHOOL

2020 ◽  
Vol 11 (1) ◽  
pp. 199-203
Author(s):  
Hristina Petrova ◽  
Keyword(s):  
Secondary School ◽  
Group Work ◽  
Physics Education ◽  
Teaching And Learning ◽  
Education Technology ◽  
Cognitive Activity ◽  
Student Group ◽  
Knowledge And Skills ◽  
Demonstration Experiment ◽  
Teaching Physics

A particularly important aspect of learning physics is using models of physical objects, processes and phenomena. Modeling is an important component of learning and cognitive activity. This determines its importance for the formation and development of students’ knowledge and skills. The Physics Education Technology (PhET) project creates useful simulations for teaching and learning physics and makes them freely available on the PhET web site: http://phet.colorado.edu The simulations are interactive, animated and visual. Some ideas for their using in physics education are presented. They can be used in various of ways, including demonstration experiment as part of lecture, student group work or individual worksheets, homework assignments or labs. The possibility for using simulations in remote education is considered. Students are given interactive assignments. They include interactive problems in the form of computer simulation and questions related to it. The students work with data which they analyze and present tabular and graphically. This approach suggest activities based on enquiry. In result their motivation and interest in physics increases.

Possibilities of the choice and specification of model of socialization and self-realization of the personality in the system of continuous education

2020 ◽  
pp. 77-85
Author(s):  
Lubov N. Sudyina ◽  
Evgeniy A. Chigishev ◽  
Aleksander I. Kalachikov
Keyword(s):  
Continuing Education ◽  
Future Development ◽  
Personality Development ◽  
Professional Activity ◽  
Lifelong Education ◽  
Professional Environment ◽  
Inner World ◽  
Education Science ◽  
Self Presentations

The paper identifies and systematically clarifies the possibilities of setting and solving the problem of choosing a model of socialization and self-realization of a person in a system of continuing education. The system of continuing education creates the conditions for holistic study and clarification of the possibilities of personality development, in this choice the person chooses the direction of future professional activity, determines the model of self-realization and socialization, the possibilities of which can be represented in a generalized way through the directions of “education”, “science”, “sport “,” Art “,” culture “, etc. The transition from one direction of socialization and self-realization of a person to another direction may be due to changes in the inner world personality and social and professional environment. The ambiguity of the choice of the model of socialization and the model of personal self-realization in the system of lifelong education determines the problem of personification and unification of the assessment of the quality of an individual’s activity in the chosen direction and the selected constructs for assessing the quality of pedagogical meters. In the structure of detailing the models under consideration, concepts are clarified, the principles of identifying and researching the socialization and self-realization of a person in the system of continuing education are highlighted. The quality and productivity of the identified and solved problems of socialization and self-realization can be clarified and presented in various kinds of self-presentations (student portfolio, professional-pedagogical case, etc.) and resume. To study and visualize the quality of socialization and self-realization of a person in the structure of the work organized by the teacher, you can also use questionnaires, whose popularity and the ambiguity in the interpretation of the received data explains the need for future development of program-pedagogical support for the study of the quality of socialization and self-realization of a person in the system of continuing education.

Antibiotic use in goats: role of experience and education of Missouri veterinarians

2020 ◽  
Vol 186 (11) ◽  
pp. 349-349
Author(s):  
Lauren Landfried ◽  
Patrick Pithua ◽  
Roger D Lewis ◽  
Steven Rigdon ◽  
Jonathan Jacoby ◽  
...  
Keyword(s):  
Continuing Education ◽  
Health Management ◽  
Intestinal Parasites ◽  
Antibiotic Use ◽  
Herd Health ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Attitudes And Practices ◽  
Prescription Practices

BackgroundIn a previous study, we found that rates of antibiotic residues in goat carcasses in Missouri were three times the published national average, warranting further research in this area.MethodsWe conducted a cross-sectional survey of goat veterinarians to determine attitudes and practices regarding antibiotics, recruiting 725 veterinarians listed on the American Association of Small Ruminant Practitioners (AASRP) website and 64 Missouri Veterinary Medical Association (MVMA) veterinarians.ResultsWe collected 189 responses (26.1%) from AASRP members (170 valid) and 8 (12.5%) from MVMA veterinarians totalling 178 responses. While the vast majority of all veterinarians indicated that they prescribed antibiotics less than half of the time, Missouri veterinarians indicated that they spent more time treating goats for overt disease like intestinal parasites and less time on proactive practices such as reproductive herd health management comparatively. While veterinarians agreed that antibiotic resistance was a growing concern, veterinarians outside of Missouri seemed more confident that their own prescription practices was not a contributor. Although nationally most veterinarians felt that attending continuing education classes was beneficial, 73.4% in other states attended classes on antibiotic use compared to only four of the nine Missouri veterinarians.ConclusionMissouri veterinarians had less veterinary experience than veterinarians in other states, and this, in conjunction with low continuing education requirements in Missouri relative to most other states, may hinder development of more proactive and effective client–veterinary relationships.

Fred C. Cuny Memorial Continuing Education Series: Principles of Disaster Management Lesson 6: Personnel and Personnel Management

1999 ◽  
Vol 14 (4) ◽  
pp. 66-70 ◽  
Author(s):  
Fred C. Cuny
Keyword(s):  
Continuing Education ◽  
Personnel Management ◽  
Disaster Management ◽  
Relief Operations

AbstractRelief operations require capable resposible staff. This lesson discusses the types of staff and workers required. It stress the importance of employing locals an refugees infilling many of these positions and examines the role of volunteers, paid personnel, and expatriates and the issues involved.

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