Cutting- edge science

CUTTING- EDGE SCIENCE
August | 2020
THE NEW METHOD OF TEACHING PHYSICS
Begmanova Orazgul Embergenovna
Teacher of Physics in School ¹29, Nukus city
Abstract: Physics is the ground of all nature sciences. It gives to us clear imagine of the
world. Because of this we have to find the most interesting and clever method of teaching
physics. It is really difficult to remember definitions and formulas. But it is encouraging
and fascinating to rediscover everything by ourselves. This research will discuss new
methods of teaching physics in school education system.
Key words: teaching physics, typical, technology, communication, conceptual knowledge,
empirical enquiry.
The new method of teaching physics is by innovating observation the past discoveries
and facts. We can do almost every experiment by ourselves not only the easiest ones. We
have to think more, and learn by heart only few obligated topics. A study was conducted
of a target group of children at school and students in university about different types of
education. More than 70% prefer to study through experiments. The new method of
teaching will bring back the interest of science. Everyone can achieve much in their life,
only if they have devoted teacher and opportunities for the development of thinking.
Research into teacher thinking offers potential insights into ways of promoting better
teaching. A recent qualitative study explored the views about physics, and learning and
teaching physics of a group of teachers whose classroom practice was 'traditional' and a
group who used conceptual change teaching approaches. This paper focuses on the
views about learning physics held by the two groups. To summarize and compare the
groups, a composite descri ption was created for each group. This composite descri ption
represents all the common views of teachers who were in that group. The composite
descri ption is termed 'typical' teacher.
Technology has permeated all the spheres of human life, including most of our
educational undertakings. It is commonly construed that its non-use is tantamount to a
regressive attitude towards the 21st century. Mobile tablet devices and smartphones
provide users with continuous and ubiquitous access to the Internet with the emphasis
being on finding information efficiently and ensuring constant social presence with
other people. Instilling mobile learning transformation in schools is not simply about
delivering content to mobile devices. It is the process of coming to know and being able
to operate successfully within and across new and ever-changing contexts and learning
spaces to deepen student learning. Mauritius is investing massively in the use of technology
in teaching and learning in primary and secondary schools altogether. However, until
now technology is used as a means for teacher's demonstration rather than as a pedagogical
tool that is guided by means of a framework for integration.
Since discussions unfurl through the joint activity of the two instructors and understudies,
the possible coherencies of desultory practices between various homerooms merit
consideration. In this paper we investigate such digressive examples by utilizing a system
dependent on situating hypothesis to examine one class of understudies' connections
with three unique material science educators. The point of the paper is to distinguish the
verbose examples of school material science that unfurl in educator understudy connections
and show how coherencies of examples between various circumstances in various
homerooms are interpreted.
Science instruction research has a long convention of studies investigating understudies'
improvement of reasonable and procedural comprehension in communications and

---

77