NGHIÊN CỨU ỨNG DỤNG IIUSING WOODEN TOYS FOR VISUAL TOOLS IN PHYSICAL TEACHING IN HIGH SCHOOL Hà Thái Thủy Lẽ * * PHòng Thiết bị và Xây dựng cơ bản, Trường Đại học Đồng Tháp ABSTRACT Phys
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USING WOODEN TOYS FOR VISUAL TOOLS
IN PHYSICAL TEACHING IN HIGH SCHOOL
Hà Thái Thủy Lẽ *
* PHòng Thiết bị và Xây dựng cơ bản, Trường Đại học Đồng Tháp
ABSTRACT
Physics is an experimental science, applying the physical knowledge; students can explain the natural phenomena or many applications in life and solve practical problems Through this helps form and develop
qualities and competencies for learners including the ability to communicate, collaborate in group work and other professional competencies The article shares the creative use of wooden toys as a visual instrument
to teach Physics to develop quality competencies as well as the ability to think, calculate and especially the
ability to apply knowledge into reality for students.
Keywords: Visual tool/visual instrument, teach Physics, wooden toys
Received: 03/3/2022; Accepted: 12/3/2022; Published: 17/03/2022
1 Introduction
The goal of generaleducation is to help students
developphysically and mentally, to become active,
confident learners, with hight qualities as well as
general and professional competencies to become a
responsible, Cultured and hard-working and creative
worker Physics is an experimental science with
many applications as well as explaining several
phenomenainreal life Therefore, teaching using a
combination of visual tools in a rational way will
create motivation for students to learn, help them
love andknowledge learned to solve problemsbetter
2 Research content
2.1 Visual instruments in teaching Physics
Accordingto the newgeneral educationprogram,
the subjects in general will form for the students the
.qualities ofpatriotism and love forpeople hard work
while physics - an experimental science subject in
particular that helps shape success and promotion
instudentswith unique qualities and competencies
Visual tools, ifused properly,willattractstudentsto
participate actively,creatively and uphold the role of
most senses and vice versa,will give rise tostudents
lose focus on the main content Teachers need to
understand the role and function of each visual
device and use a flexible combination of different
teaching methods sothat the use of the deviceis as
high as possible
Inaddition, the visualtools available in the lab,
images andvideos /clips can be downloaded from
online resources In some objective and subjective
cases, the school does not have or the device is broken, sometimewants students to applythetheory
and experience with the theoretical topics learned teacherscan takeadvantageor formulate and instruct students to produce some product tools to support teaching to achieve better results.Theseinclude self-created laboratory aids and stem project productsor
someotherdevices
2.2 Several requirements when using visual aids in teaching
2.2.1 General requirements when using visual
tools
Need to determine the purpose of use, what equipment, sequence of use and manipulation and
ask students toobserve or measure several specific Effectiveusemustbe clear orcorrectphenomenon
and clear results
All need to ensure the requirements of science, pedagogy, aesthetics and safety for users
Choose carefully and classify beforeuse;
Not too many colors cause distraction on the essentials related to the learningcontent
2.2.2 Requirements for each specific visual
instrument group
Intuitive instrument
Required when using visual instrument
Picture
Ensure pedagogical nature, simplicity, clarity and right with necessary content; The drawing needs to be in the right shape technique such as drawing
in a right angle or perspective; Pedagogical factors are concerned before art elements; The contents of selected drawings and pictures must state the necessary principles or physical contents or another.
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Model /
specimen
Enough size for the whole class to observe:
The details and main parts of the model /
model must be clear, showing the correct
principles of the actual operation of the real
object.
Video/Clip
Clearly, directly related, support for
learning content;
If it is a collection video I clip, it needs to be
edited or trimmed and muted, only use the
necessary clips, not too long.
Laboratory
instruments
Equipment and tools should ensure
safety during the process of conducting
experiments, giving clear phenomena and
results:
Important details are sufficient for the whole
class to observe (color, size and arrangement
when conducting the experiment);
If conducted in groups, need to prepare
enough numbers for the group, check
carefully before giving to students and
before students manipulate
2.3 Several competencies and qualities form for
students when using visual equipment In teaching
physics
Several competencies and qualities form for
students when using visual equipment in teaching
physics include both general and professional
competencies Through these activities, teachers
can identify and foster students with outstanding
professional competence (join teams of students with
talented physics or practice experiments or solve
physics problems on computers)
The first is talking about a group of common
competencies including self-study, interpersonal
skillsand creativity or all expressed through specific
tasks Both self-study to explore images and use
of tools/applications of relevant learning content
Communicate and cooperate well when working in
groups,presenting personalopinions and suggestions
to members about the common products / tasks of
the group Receive and complete the assignedtask
Creativeproblem solving (sametask, a requirement
for applied product design but teams may have
different ideas about dimensions, materials and
additional functionsfor the product)
Additionally,agroupofprofessionalcompetencies
in terms of language, information technology,
computing and aesthetics Develop expressive
language skills through students preparing, creating
ideas,writing reports and presenting reports toclass
groups about the group’s products In addition, it is
showing the ability to criticizeand answer questions
of teachers and classmates While developing
computer literacy through the use of software by students,the abilityto search and select the necessary,
valuable, and meaningful information necessary for
the assigned taskto support the report It canbe said
that computing skills will also be improved during learning and completingtasks The teamswill show
by calculating how the task finished product takes
less materials or time to construct and edit.Applying theoretical formulas learned in real life or solving
practical exercises, practical exercises Aesthetic elements are also indispensable for the visual instruments that are providedor through searching, collecting and DIY(ifo it yourself) (experimental
equipment, project products or other objects in addition to pedagogy, right principles and physical meaning shouldbe polished toensureaesthetics) _
In addition to the competencies that are formed, the process of using teachers’ visual aidsalso helps
students to form useful qualities Can be honest with the work results or accountable for the tasks
assigned During work and study, especially in group activities, students learn how to comprehend along
and collaborate well with other members and know how to shareor help each other when needed
2.4 Using wooden toys as visual aids in teaching physics
Although designed as a set of toys, the manipulation process requires coordination from computational skills to manipulation, perseverance
and to explainthe results of an activity that requires theuse of a variety ofphysical knowledge With that
in mind,the toy setcould beleveragedand viewed as
a visual tool to teach somecommon physical content
will stimulate excitement and create effective
learning motivation for students
Picture 2.1 Mickey set toy
Firstly, for junior high school physics program
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thekit(picture 2.1)can beused in themainteaching
content in mechanics and optics The optics section
can include several subjects such as identify an
object when light passesfromthe object totheeye or
check the direct transmission of light Illustrate the
eclipse and thelunareclipse of the area thatobserves
the whole or partial phenomenon In addition, the
mechanical part can be used to assign advanced
laboratory exercises to students to propose asolution
to determine thevolume/density/specific gravity of a
water absorbent solid of any shape
Furthermore, when using this visual tools, the
balance mouse set for high school students is mainly
in the mechanical part Some of the content may
include equilibrium forms ofsolid objects or exercises
on synthesis and force analysis Additionally, it
can be used to observe and comment on the effect
of rotation of force on the rotation of solid objects
with fixed rotating axis Calculating ability and
perseverance will also be formed in students using
these two setsof toys with therequired arrangement
to brow a balance system
Particularly for
the solar system toy
(picture 2.2), it can be
applied in teaching
in theoptical content
about the orbits of
stars in the solar
system It can be
used in teaching a
mechanical section to Picture 2.2. Solar system toy
illustrate the size and shape of the stars A special
feature is that through the student’s toys there is
more information about the starsin both Vietnamese
and English
Finally, animal/
cartoon characters (picture
2.3) can be used as
samples in odometer For
example, it is used in the
study of light of Optics,
determining the mass
of objects in junior high
school physics program
High school students
can see it as model for
practicing or doing the
exercises to determine the c
Picture 2.3 Animal/
cartoon characters
of the thinflat object
ofany shape By hanging the sample with a thin
parachute thread, when balancing draws a gravity
line, doing it twice intwo different positionsof the
sample The intersection of the two gravitational lines thenrepresentsthecenter of theplane
Thus, depending on specific conditions, each
teacher can apply creativity and flexibility to the
highestpossible teachingeffect In addition,students also have many opportunities to develop common
competencies and other specialized competencies Depending on thetype ofstudents, thetime allowed,
teachers can design and usetoysas a visualtool in teaching The article shares some suggestions on designing learning activities formiddle school and
high school students Withthis activity, the teacher
can serve a homework for the groups, asking each group to have a detailed reportof the results for the next week’s class The requirements of the report
include: plan of use, tools to be prepared or steps to
take and measurement results
3 Conclution
There are many types of visual aids used in teaching, depending on the specific conditions that teachers have the orientation and reasonable use
methods Additionally, the available equipment can be take advantage ofa number ofother items
to stimulatethe learning spirit forstudents, creating
a more exciting learning atmosphere These
activities will help students enhance the ability to
communicate through groupactivities,practice skills and professionalskills necessary for students
References
[1], Bernd Meier,Nguyễn Văn Cường, Lý luận
dạy học hiện đại, NXBĐại họcsư phạm, 2014
[2],
http://rgep.moet.gov.vn/tin-tuc/chuong-trinh-giao-duc-pho-thong-moi-phat-trien-pham-chat-va- nang-luc-cua-nguoi-hoc-4687.html
[3 ] https ://taogiaoduc.vn/cach-chuc-hoat-dong- nhom-linh-hoat-trong-lop-hoc/
[4].https://www.ted.com/talks/jon_bergmann
_ just_how_small_is_an_atom?utm_
campaign=tedspread&utm_medium=referral&utm_
source=tedcomshare [5], http://tapchitaichinh.vn/videos/video-co-che-
hoat-dong-cua-dap-thuy-dien-ra-sao-142287.html [6] https://bigschool.vn/chuong-trinh-giao-duc- pho-thong-moi-5-pham-chat-va- 10-nang-luc-cua-hoc-sinh
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