Stručni rad
https://doi.org/10.32728/mo.07.2.2012.14
Nada Razpet
; Univerza na Primorskem, Pedagoška fakulteta Koper (Slovenija); Pedagoška fakulteta Univerza v Ljubljani (Slovenija)
Sažetak
It is in the early childhood that we get the first ideas about the world and its events. Children do not stop asking ”why?” where this ‘why’ most often means that the child would like to know what happened or what will happen if we do something or not. Once in school this curiosity somehow disappears. The late physics professor in the Faculty of Mathematics and Physics I. Kuščer used to say “School messes children up.” He of course meant that the school system was not geared towards curious children and that inquisitive children yielded to the majority and usually stopped asking questions or became the disturbing element in the classroom. Why is school no longer interesting for a majority of young people? Where is the content that would have the learning youth ask “why?” and would have them want to learn more? Is there a way that one could use education technology for more active learning of sciences, especially physics? We discuss this in what follows.
Ključne riječi
questions; teaching; educational technology; oscillation; optics; physics
Hrčak ID:
83757
URI
Datum izdavanja:
23.6.2012.
Posjeta: 1.081 *