Mathematical computer modelling in physics teaching

Abstract

It has been well-known for a long time that when implementing inquiry-based science education (IBSE), digital technologies can play an important role to effectively enhance inquiry in the classroom. Digital technologies or ICT tools (e.g., datalogging, videomeasurement) can enhance experimentation as a key method of doing inquiry. Nevertheless, developing theory to describe observed objects and phenomena is a natural part of science and science education. When implementing modelling, there are computer tools available that enables developing mathematical models easily. However, when implementing any change (including computer modelling) in the classroom, teacher and his professional development plays an important role. In the paper there is a current situation in the field of implementation of computer modelling in physics education in Slovakia and Czech Republic analyzed with regard to teachers' experience and skills in this field. The analysis has been carried out with regard to the curriculum and high school teachers' skills to use and develop computer models. The results of analysis show that teachers generally can use and implement computer simulations in the classroom, however, they lack of skills in changing existing mathematical computer models or in developing computer models independently. There is a strong need to provide teachers with educational materials as well as to participate at teacher education programmes in this field.