Volume 04 Issue 08-2024
17
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
08
P
AGES
:
17-24
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
In this article, the author talks about the content and possibilities of didactic opportunities for the development of
professional training of students using virtual physics laboratories in higher educational institutions.
KEYWORDS
Physics, virtual laboratory, professional competence, professional training, electronic textbook, abilities,
temperament, motivation, essence of activity, motivation, 3D model, informational, operational, component,
experimental, principle.
INTRODUCTION
Currently, the priority task of higher education is the
formation
of
modern
innovative
educational
technologies. The relevance of this task is that, in
accordance with the new generation of state
educational standards, the share of interactive
presentation of material using computer technologies
is increasing dramatically. It is related to the
integration into the European and international
educational community. The priorities of the education
policy are reflected in the documents related to the
Bologna process, in the "Concept for the development
of the higher education system until 2030". Currently,
the society of Uzbekistan is moving to an innovative
model of science, technology and technology
development in accordance with the Bologna
agreement. At the same time, it was recognized as a
priority that the direction of information and
Research Article
DIDACTIC POSSIBILITIES OF DEVELOPING PROFESSIONAL TRAINING OF
STUDENTS USING VIRTUAL LABORATORIES IN PHYSICS IN HIGHER
EDUCATION COUNTRIES
Submission Date:
Aug 01, 2024,
Accepted Date:
Aug 06, 2024,
Published Date:
Aug 11, 2024
Crossref doi:
https://doi.org/10.37547/ijp/Volume04Issue08-03
Yalgashev Umidjon
Independent researcher at the Department of Physics, Faculty of Information Technologies and Physics-
Mathematics at Gulistan State University, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 08-2024
18
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
08
P
AGES
:
17-24
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
telecommunication technologies and electronics
should have the highest place.
In the educational process, it should cover such an
important component as informed virtual laboratories,
including laboratory practice. Along with traditional
educational methods, computer technologies help to
present the educational material more clearly and
clearly, and form the competences necessary for
further qualification. Modeling of laboratory work
helps to better understand the processes that occur in
real electronic devices. . Experiments based on
modeling, in contrast to traditional experiments, allow
to slow down or accelerate the development of the
studied processes, which allows for a deeper
understanding of their nature. In measuring devices,
there is no difference between real and virtual
elements and devices in terms of assembly and
connection of various circuits. This opens wide
prospects for the use of electronic virtual laboratories.
Wide use of virtual computer technologies in the
educational process is a modern global trend of higher
education.
Virtual laboratory practice is increasingly used in
laboratory work, its essence is to replace real-world
research with mathematical modeling of physical,
chemical and other processes being studied, which
significantly expands the possibilities of information
provision of the computer education process. In
general, a virtual laboratory is an information
environment that allows conducting experiments
without direct interaction with the object of research.
Virtual laboratory work is an information system that
interactively models a real technical object and its
properties necessary for learning using computer
visualization tools. Laboratory simulators make it
possible to find optimal parameters for conducting
experiments, acquire initial experience and skills at the
preparatory stage, and facilitate and speed up work
with real experimental devices and objects.
So, let's focus on the didactic possibilities of Internet
tools, which provide the opportunity to perform virtual
laboratory work.
Virtual laboratory works provide the following
opportunities:
-replaces the study of a natural object;
- clearly guarantees the achievement of experimental
results;
- ensures protection from harmful properties of living
organisms;
- focuses on highlighting the main aspects of the object
under study;
- reduces the time of experiment.
Currently, research is being conducted on the creation
of media materials (audio and video files) and didactic
materials (electronic exhibition materials and
animations), photo galleries, control programs and
additional materials supplementing the lesson content
of physics laboratory classes. . Also, special attention is
being paid to the organization and conducting of
virtual laboratory classes together with various
information technologies used in the practice of
physics education [1].
The concept of "virtual laboratory" consists of a set of
hardware and software tools added to a regular
computer, providing the opportunity to work on a
computer with the help of a virtual tool that is part of
it (like working with an ordinary electronic device). An
Volume 04 Issue 08-2024
19
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
08
P
AGES
:
17-24
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
important part of the virtual instrument and the virtual
laboratory is an effective graphical user interface (that
is, providing a convenient, interactive way of
interaction of the user with the computer), a software
tool with a graphical menu system in the form of
illustrative graphic samples in the usual subject area.
[2].
We can be sure that the advancement of computers
will create opportunities for the teacher to conduct
lessons and laboratory activities in a more efficient
way. As it was mentioned above, the knowledge and
skills that need to be imparted in physics are mostly
implemented using the capabilities of the computer to
make the material interesting, colorful, unrepeatable,
and most importantly understandable.
Also, the high-quality implementation of virtual
laboratory classes in physics, the programming of the
necessary equipment, and the organization with the
help of a computer make it convenient both
scientifically and aesthetically. It is important to save
the time of the teacher and student in the educational
processes organized by means of virtual laboratory
training, and it also helps them master the educational
materials with the help of the necessary educational
literature. Therefore, with the help of virtual laboratory
technologies, it provides opportunities for visual
description and feedback of events and processes in
plants by means of video, multimedia, animations.
Virtual education, as well as the education of a person
in general, serves to determine his place and
achievements in the real world, including the virtual
content.
In the informatization of education, in addition to
training future personnel in the use of information and
communication technologies, it is necessary to
accelerate the training of personnel in the field of
specific sciences with the help of information and
communication technologies. Therefore, the "Virtual
Laboratory" was useful in the educational process.
The creation and development of the information
society implies the wide use of information and
communication technologies (ICT) in education, which
is determined by a number of factors.
First,
the
introduction
of
information
and
communication technologies (ICT) into education
significantly accelerates the transfer of knowledge and
accumulated technological and social experience of
mankind not only from generation to generation, but
also from one person to another.
Secondly, modern information and communication
technologies allow a person to more successfully and
quickly adapt to the environment and social changes
by improving the quality of teaching and learning. It
gives everyone the opportunity to acquire the
necessary knowledge both today and in the future
post-industrial society.
Thirdly, the active and effective application of these
technologies to education is an important factor in the
process of creating an educational system that meets
the requirements of the information society and
reforming the traditional education system based on
the requirements of the modern industrial society.
Today, many educational institutions are using
innovative
technologies
in
the
educational
environment, including virtual laboratories to work on
physics, chemistry, biology, ecology and other
subjects, because the educational institution has many
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OCLC
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Publisher:
Oscar Publishing Services
Servi
learning events and experiments are very difficult or
impossible.
ICT capabilities in organizing the educational process
using virtual laboratories. The quality of student
training is determined by the educational content,
technology of the lesson, its organizational and
practical direction, environment, therefore it is
necessary to use new pedagogical technologies in the
educational process. The goals of using information
technologies: to develop the personality of the student
in the conditions of the information society by
developing constructive, algorithmic thinking due to
the specific features of communicating with a
computer, preparing for independent production
activities. share of reproductive activity, formation of
information culture, ability to process information
(using spreadsheet processors, databases); realization
of social order at the expense of informatization of
modern society: - preparing students for independent
knowledge activities with the help of information
technologies; motivation of the educational process
(increasing the quality and efficiency of the
educational process by implementing the possibilities
of information technology, identifying and using
incentives for increasing cognitive activity).
What is the impact of the use of information and
communication technologies on the student?
- ICT helps increase cognitive interest in science;
- ICT contributes to the growth of students'
achievements in science;
- ICT allows students to express themselves in a new
role;
- ICT forms the skills of independent production
activity;
- ICT helps create a state of success for every student.
The use of ICT in the educational process provides
teachers with additional didactic opportunities, in
particular:
- rapid communication that allows interactive
communication between the user and ICT tools;
- computer visualization of educational information,
including the possibilities of modern means of
visualization of objects, processes, events (both real
and "virtual"), as well as their models, in the dynamics
of development, in time and space. action while
retaining the possibility of dialog communication with
the program;
- computer modeling of the studied objects, their
relationships, events, processes that happen both in
reality and "almost";
- with the possibility of automating calculation
processes, searching for information, processing the
results of an educational experiment, repeating the
fragment that actually happened and "almost"
presented on the screen, or the experiment itself
several times, which allows us to provide information
gives the results of the experiment, changing the
values of the parameters (for example, physical
quantities) in accordance with the conditions of the
experiment, forming the hypothesis of the
experiment, checking it, changing the situation under
study according to the results. predicting the results of
the experiment, research;
Volume 04 Issue 08-2024
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International Journal of Pedagogics
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2771-2281)
VOLUME
04
ISSUE
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P
AGES
:
17-24
OCLC
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1121105677
Publisher:
Oscar Publishing Services
Servi
- activation of various types of activities intended for
students who have acquired sufficient knowledge of
science to think independently, argue, reflect, learn,
and obtain necessary information independently;
- automation of processes of organizational
management of educational activities and monitoring
of learning material acquisition results: creation and
distribution of organizational and methodical
materials, their download and transmission over the
network.
Virtualization of education combines the best features
of full-time, part-time, distance and other forms of
education and can be considered as an objective
process of transition from full-time education to
distance education to virtual education in the
developing information society. Also, this process, the
process of educational informatization, is objective,
logical and related to a number of factors:
• rapid development of telecommunication and
information systems opens up new didactic
opportunities for improving the educational system
itself;
• internal needs of the educational system related to
providing the population with access to high-quality,
affordable, mobile, fundamental education.
The process of virtual education takes place in a
pedagogical system, the elements of which are the
goals, content, students, teaching and technological
subsystem of virtual education. It is a purposeful,
organized process of interaction between students
and teachers and with learning materials, independent
of their location in space and time. This whole design is
based on logistics and regulatory framework.
Virtualization of the educational environment presents
new, unexplored, perhaps intangible, and currently
unrealized opportunities for education. Scientifically
based use of elements of the technological system of
virtual education, in our opinion, leads not to
reconstruction, radical improvement, but to the
formation of a radically new educational system.
Virtual education also includes an ethical component -
computer
technology
will
never
replace
communication between students. It can only support
the potential for collaborative discovery of new
resources and is suitable for use in a variety of learning
situations where students engage in peer-to-peer
dialogue on the material being studied.
Virtual technologies are a method of preparing
information, including visual, multi-programming of
various situations.
When conducting a lesson using virtual tools, the main
principle of didactics is observed - a view that ensures
optimal mastering of the material by students,
increases emotional perception and develops all kinds
of thinking in students.
Didactic possibilities of using the virtual laboratory in
classes (Fig. 1):
• demonstration use (before real
work): showing the
sequence of real work actions from the front, on a
large monitor screen or through a multimedia
projector; realistic qualitative and semi-quantitative
models are preferred;
• generalizing (after real work) use: frontal mode
(demonstration, clarification of questions, formation
of conclusions and consolidation of considered things)
or individual (mathematical side of experiments,
Volume 04 Issue 08-2024
22
International Journal of Pedagogics
(ISSN
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2771-2281)
VOLUME
04
ISSUE
08
P
AGES
:
17-24
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
analysis of graphs and numerical values, study of the
model as a method). reflect and express reality;
quantitative, parametric models are preferred).
• experimental use (instead of real work): doing
individual (in small groups) tasks without doing real
work in a virtual laboratory, computer experience. It
can be done with both realistic semi-quantitative 3D
models and parametric models.
Figure 1. Didactic possibilities of using the virtual laboratory in classes
Expected results from the introduction of the virtual
laboratory as a virtual educational tool:
• creating and implementing workshops with high
realism and a hidden mathematical basis, which are the
Didactic possibilities of using the virtual laboratory
Use as a
demonstration
Use as a generalizer
Experimental use
(before the real work)
showing the sequence
of real work actions
from the front, from a
large monitor screen
or through a
multimedia projector;
realistic qualitative and
semi-quantitative
models are preferred
(after real work) frontal mode
(demonstration, clarification of
questions, formation of
conclusions and consolidation of
considered things) or individual
(mathematical side of
experiments, analysis of graphs
and numerical values, study of the
model as a method). reflect and
express reality; quantitative,
parametric models are preferred).
(instead of real work) use:
doing individual (in small
groups) tasks without
doing real work in a
virtual laboratory,
computer experience. It
can be done with both
realistic semi-quantitative
3D models and
parametric models
Expected results:
increasing the effectiveness of practical training is achieved due to the optimal combination of real
and virtual work;
it is predicted that interest in the learning process will increase among groups of students who do
not achieve well in the conventional teaching system.
Volume 04 Issue 08-2024
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International Journal of Pedagogics
(ISSN
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2771-2281)
VOLUME
04
ISSUE
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P
AGES
:
17-24
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
object of scientific research of students, becomes one
of the bases for developing critical thinking and
independence;
• due to the optimal combination of real and virtual
work, it is possible to increase the effectiveness of
practical training;
• it is predicted that interest in the ed
ucational process
will increase among groups of students who do not
achieve good success in the usual education system.
The use of virtual learning technology allows you to
completely reproduce the interface of a real device in
the form of a virtual model, while preserving all its
functionality. The student manages the virtual
laboratory on his computer, which significantly saves
time in practical training. In addition, the development
of the emulator uses device models that work
according to the same principles as the real ones. Their
parameters and operating principle can be easily
changed, observing how they affect the measurement
results. As a result of the use of virtual laboratories, we
provide high-quality training for students to perform
laboratory work and work with equipment, which
allows students to deeply study physical phenomena
and visualize the work being done.
The basis of the practical process in the virtual
laboratory is the educational package of practical
programs or their industrial analogues. When creating
them, the main attention is usually focused on
mathematical modeling, alternativeization of the
studied process or objects, and reporting. Students are
required to have special professional qualifications in
the educational work related to the package of
practical programs.
The formation of virtual educational content is based
on the selected theory of the organization of
educational content, as in the traditional educational
system, and takes into account the relevant principles.
CONCLUSION
In conclusion, we can say that the pedagogical
education system is developing, offering new,
scientifically based models and technologies of the
modern education system to prepare future teachers
for professional and innovative activities that meet the
requirements of the time. The increasing status of the
field of pedagogy in modern conditions and the
increasing demand for qualified specialists in this field
determine the need to modernize their professional
and pedagogical training in the integrated system of
higher pedagogical education. The process of
improving the preparation of future teachers for
pedagogical and innovative activities in higher
education is based on the general rules of
modernization of the continuous education system.
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Volume 04 Issue 08-2024
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International Journal of Pedagogics
(ISSN
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2771-2281)
VOLUME
04
ISSUE
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P
AGES
:
17-24
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
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