Volume 04 Issue 11-2024
83
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
11
P
AGES
:
83-86
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
Scientific information has always been verified and based on practice and experience. Physics, on the other hand,
expresses information about phenomena in the material world through experience. Therefore, the most effective way
to check theoretical information is conducting experiments and laboratory training. In the article, special attention is
paid to the main methodological approaches to the effective organization of laboratory classes, the fact that
experimental demonstrations are based on scientific innovations, as well as the role of laboratory work in the
formation of scientific research and practical skills in students.
KEYWORDS
Experience, demonstration, laboratory, experiment, calculation, error, method, method, research, equipment,
equipment, concept, virtual laboratory, theoretical physics, experimental physics.
INTRODUCTION
Physics is a science that studies nature and existence.
Physical events and processes are always happening in
our environment, in our lives, and they give us
information about the laws of nature. Physical
phenomena are studied in two ways: theoretical and
experimental. In the first case (theoretical physics),
using mathematical apparatus and based on previously
known laws of physics, new relationships are derived.
The main weapons are paper and pencil. In the second
case (experimental physics), new connections
between phenomena are determined using physical
measurements. A lot of tools - gauges, tools,
experimental devices will help in this.
Naturally, these two research methods require
different ways of thinking and different skills.
Research Article
EFFECTIVENESS OF ORGANIZING PHYSICS LABORATORY LESSONS AND
DEMONSTRATION OF EXPERIMENTS
Submission Date:
November 02, 2024,
Accepted Date:
November 07, 2024,
Published Date:
November 12, 2024
Crossref doi:
https://doi.org/10.37547/ijp/Volume04Issue11-15
Kosimova Yanglish Bakhtiyarovna
Jizzakh State Pedagogical University, teacher of the department "Physics and its teaching methods",
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 11-2024
84
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
11
P
AGES
:
83-86
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Conducting experiments and laboratories in physics
involves the following:
- Helping students to fully master basic physical
laws and phenomena;
- To teach a creative approach to scientific
investigations, to measure the values of physical
quantities and to check them using physical formulas;
-
Introducing
the
development
of
measurement results with modern mathematical
methods.
This general goal is planned and implemented in
different ways, depending on the level of knowledge
of students and the level of experience with
equipment.
The main goal of conducting experiments and
laboratory work is to teach a certain measurement
method and the correct analysis of measurement
results. This is done by calculating experimental errors.
In general education schools, physics is taught not as a
new subject, but as a continuing subject based on basic
knowledge. In other words, students form their
interest in nature by reading and studying "Natural
Sciences" from the primary grade, and gain knowledge
about the causes and methods of occurrence of every
phenomenon and process that occurs in existence and
in our environment. and begin to gain knowledge.
Therefore, physics is not a problem for them to
understand and enter science as a continuing science.
In the teaching of physics, each educational institution
tries to conduct demonstration experiments based on
its own conditions. Based on the current modern
educational conditions, educational institutions are
provided with material and technical bases in turn.
Even in the absence of such conditions, the use of
simple, demonstrative experiments in explaining the
essence of science to students makes it possible for the
science to be interesting and effective. For example,
explaining the subject of "Diffusion Phenomena",
which is interesting in physics and is encountered in
every field, in life, at every step, does not cause
difficulties for both the teacher and the student. Also,
the level of understanding of the subject will increase
through the experiments conducted on this topic and
the given examples.
Experimentation not only gives students the
opportunity to put scientific theory into practice, but
also develops them as scientific observers, problem
solvers, and conclusions based on experience. Through
hands-on experiences, students understand the basic
laws and formulas of physics, as well as how these laws
can be applied in everyday life.
In the organization of laboratory classes, attention is
also paid to scientific innovations, the degree of
relevance of the subject and, of course, the conditions.
The organization of laboratory classes forms the
practical importance of theoretical knowledge in
students and expands the scope of understanding.
In order to increase efficiency in the use of
experiments and laboratories in physics lessons, the
organization of the lesson based on interactive,
modern innovative methods also gives high results and
the intended goal is achieved. For example, the group
is divided into teams and tasks are given:
Group 1: Explains the theoretical part of the topic with
the help of examples and formulas.
Volume 04 Issue 11-2024
85
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
11
P
AGES
:
83-86
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Group 2: Introduces necessary tools and equipment for
conducting
laboratory
work
or
experimental
demonstration and provides information about their
functions.
Group 3: Explains the sequence of performing the
laboratory work or demonstration to the rest of the
team.
Group 4: Does the work and gets the results.
Group 5: The above teams make a conclusion based on
the information they gave and the work they did.
By dividing into such groups, it leads to the formation
of students' skills to concentrate, strengthen memory,
listen carefully to others and, of course, to support
each other in a team. Experiments are carried out in
collective work, which shows an effective result.
Students will have the opportunity to experiment,
solve problems and share the learned knowledge by
working in a group. It helps the teacher to assess the
level of knowledge of the students and explain the
problems.
In another method, the teams are given a common
task, and the team receives the results of the agreed
laboratories and experiments and prepares a separate
report.
Passing and organizing the experimental process and
laboratory classes through interactive methods
increases the interest of students. For example,
allowing students to perform experiments themselves,
involving them in planning how to implement an
experiment, asking how to scientifically justify this
experiment increases student engagement.
Fig. 1. Equipment of the physics laboratory
Volume 04 Issue 11-2024
86
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
11
P
AGES
:
83-86
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
In some educational institutions, there is a lack of
laboratory
equipment,
but
every
educational
institution has at least a few modern computers and
equipment. Therefore, in such cases, students can
form their understanding by showing virtual
laboratories in order to help them understand and
understand the essence of the subject. Through virtual
labs and computer simulations, students will be able to
safely and effectively perform physics experiments and
perform lab work on the subject.
Physics is based on both theory and practice. That is,
some abstract concepts (energy, work, power, force,
etc.) are explained to students in a theoretical state,
problem solving skills are formed through formulas.
But for students to understand the true nature of these
concepts, experiments and demonstrations will help.
The above-mentioned points have been explained in
general terms. However, the teaching methodology
and organizational process of each subject is carried
out in different ways depending on the level of
knowledge of the students and the level of provision
of equipment for experiments and laboratory works.
The main goal of organizing laboratory classes is to
teach a certain measurement method and the correct
analysis of measurement results. This is done by
calculating experimental errors. It is an important issue
to choose the one that correctly reveals the physical
essence of a specific experiment from a number of
methods of error calculation, which requires a certain
experimental accuracy and logical analysis skills from
the teacher and the student.
REFERENCES
1.
"Young Physicist" encyclopedic dictionary (for
middle and high school students). T. 1989.
2.
E. Turdikulov, P. Magzumov. Extracurricular
activities in physics. T. 1978.
3.
Sh.Sh. Sayfiyev, U.E. Haydarov, U.O'. Tokhtayev,
M.N. Yusupov. Development of new ways of using
virtual
laboratories
in
physics
classes.
INTERNATIONAL SCIENTIFIC JOURNAL SCIENCE
AND INNOVATION, pp. 126-132.
4.
N.O. Sodikov, U.Q. Yarmahammadov, B.N.
Burkhanov. Collection of laboratory works in
physics. Methodical guide. Samarkand, 2022.
5.
Internet resources.
