The physics experimental activity of new (Z) generation students: motivation and interpersonal interaction

Straipsnyje ieškoma atsakymo į klausimą, kaip sudominti naujosios (Z) kartos mokinius fizika. Jame nagrinėjama pagrindinės mokyklos mokinių vidinė fizikos mokymosi motyvacija ir tarpasmeninė sąveika fizikos eksperimentinėje veikloje. Gvildenama, kokie (realūs ar virtualūs) fizikos laboratoriniai darbai geriau skatina naujosios kartos mokinių fizikos mokymosi motyvaciją. Teorinis straipsnio pagrindas – apsisprendimo (angl. self-determination) teorija, kuri vidinę mokymosi motyvaciją leidžia nagrinėti tarpasmeninės sąveikos aspektu. Fizikos eksperimentinė veikla mokykloje yra ypatinga tuo, kad mokiniai turi galimybę komunikuoti tarpusavyje, dirbti grupėmis. Straipsnyje gvildenama, kokias galimybes tarpasmeninei sąveikai sudaro realūs ir virtualūs fizikos laboratoriniai darbaiThis paper aims to answer the question how to engage the next generation (Z) students in physics. It examines the basic school student’s intrinsic physics motivation and interpersonal interaction in physics experimental activities. We deal with the problem which physics labs (real or virtual) better promote the motivation for learning physics of students. The theoretical basis of the article comes from the self-determination (Self-determination) theory which allows analyzing the intrinsic motivation in the aspect of interpersonal interaction. The mains conclusions are: 1. The technology develops very quickly in the creative society and the new technological solutions are increasingly adapted in practice activities. In the rapid technological progress an controversial situation is observed – the students’ interest in science decreases, fewer and fewer of them decide to study natural science subjects. Increasing of attractiveness of natural science subjects has become a big problem for policy makers and for educators of natural science subjects teachers. 2. Society is undergoing constant change of generations. New generation (Z) is currently learning at school. This generation is sometimes called “technology generation” however it’s interest in science is low and does not differ from previous generations. 3. Physics experimental activities play an important role in increasing motivation of learning physics. The students of new generation do not only perform the traditional physics experiments but also virtual ones. The students of new generation are engaged in the real physics labs with simple traditional devices. Such physics labs are interesting for students, helps to focus and sustain attentionVytauto Didžiojo universitetasŠvietimo akademij