Authentic problem solving in teaching physics

V magistrskem delu obravnavamo reševanje avtentičnih problemov. To so pristni, realni problemi, ki so vzeti iz vsakdanjega življenja. Učencem in dijakom je treba fiziko približati tako, da bo postal šolski predmet fizika v njihovih pogledih bolj priljubljen in uporaben. Ravno reševanje problemov, ki so avtentični (pristni), pripomorejo, da dosežemo zastavljen cilj in da bo postal predmet bolj priljubljen, saj se le s takimi problemi učenci in dijaki lahko poistovetijo. Pri pouku fizike vsekakor ne smemo pozabiti vključiti v pouk fizike eksperimenta, predvsem kadar z učenci in dijaki usvajamo novo snov. Pri pouku fizike mora učitelj včasih pri delu z eksperimentom, ki predstavlja realni problem, ali pri neposrednem opazovanju v naravi, razlago fizikalnega pojava zaradi slabega matematičnega predznanja učencev in dijakov poenostaviti oziroma mora določene vplive zanemariti ali zamolčati. Zaradi tega prihaja včasih do razhajanj rezultatov meritev, dobljenih z eksperimentom, v primerjavi s pričakovanimi rezultati, ki jih dobimo iz fizikalnih enačb. To pa pri učencih in dijakih povzroči zmedo in nezaupanje v fiziko. Da do teh razhajanj ne bo prihajalo, dopolnimo eksperimentalno delo z ustrezno rabo simulacije. V magistrskem delu smo podrobneje preučili, kako lahko uporabljamo simulacijska okolja pri pouku fizike za modeliranje fizikalnih pojavov. Preučili smo tudi, kako v pouk fizike vnesti strategijo gradnje simulacij kot tudi strategijo uporabe simulacij. Glede na učne načrte fizike v osnovni šoli, v programu splošne gimnazije ter v izbranih strokovno tehniških srednjih šolah smo analizirali, za katere vsebinske sklope lahko s programom Algodoo izdelamo simulacije.In this master’s thesis we address solving authentic problems. Authentic problems are real problems, taken from everyday life. The physics need to be presented to the students in a way that they see this school subject as popular and useful. Solving (authentic) problems can help to achieve this goal so that students can identify themselves with real problems and they can enjoy in the learning of physics. Experiments need to be included in the teaching of physics, in particular at introducing new topics in classroom. At experimental work in the school or at direct observations of physics phenomena in nature the teacher needs to simplify the explanation or neglect certain influences, as the students do not possess the required prior mathematical knowledge. This process lead to discrepancy of measurement results and expected solutions derived from physics equations. These deviations can consequently lead to student’s confusion and distrust in physics. To avoid this, experimental work needs to be combined with appropriate use of simulations. In this master’s thesis, we studied the usage of simulation environments for modelling physical phenomena in physics teaching. Furthermore, we studied how to introduce the strategy of building simulations and the strategy of using simulations to physics teaching. In accordance with the curriculum for physics in primary schools, secondary schools (gymnasiums) and select secondary technical schools, we determined the topics for which we can prepare simulations in Algodoo software