Report theses of the "Education '98" congress, Moscow, CMT PC "Sovincenter", May, 4-7, 1998

The equipment concept of modern natural-science classrooms

Theses:

Content purpose forecasting of the natural-science education
Motivation increase at subject studying (especially for the senior pupils)
Urgency of investigated knowledge methods and models
Economic practicability and Adaptability of equipment application
Possible technological solutions

Dear participants and visitors of the congress!

Today we should find the answer to the question - what will natural-science classroom in the beginning of the next century be? Why is natural-science? At the modern school physics, chemistry and biology classrooms being the most equipped, they become as a quality indicators of the educational process. Therefore, by speaking about change of the educational content, we should pay attention to its hardware. Let's try to isolate shape and purpose changes of the natural-science education.

Studying of physics, chemistry and biology transfers from determinism to the investigated phenomena analysis. Against a background of education liberalization a studying of natural science knowledge methods becomes the necessary factor of creative thinking formation of a pupils. There is a transition from the classical scheme [there is a postulate - exercising of the experimental check - solving a problem] to the variant guessing analytical treatment [phenomenon observation - derivable regularities - practice].

Unconditionally, the second scheme is more attractive as guesses immediate pupil's participation in understanding of a new material. However, such procedure demands not only a relevant teacher training, but also logically conclusive research basis. Each of the investigated phenomena should be confirmed by experiment or studying of its model when due to any reasons the immediate observation of the phenomenon is impossible.

Accordingly the role of the frontal experiment as a mean allowing to participate in receiving of investigated regularity to each pupil grows. At the same time a content of demonstration experiment changes: from the illustrative tool it is moved to the initiating process mean and, therefore, variability requirements to demonstration devices grow. So, we raise pupil's motivation by changing the scheme of material presentation.

But is it enough just to do one step? Let's look around. Strangely enough, but scientific and technical revolution obvious only in industrial sphere up to the middle eighties, have come to us finally. Our children use every possible household device and even do not know their operation principles. Many pupils use computers, and we still rely on proper reaction of the senior pupils at experiments with a galvanometer.

Only by introducing of the modern research techniques based on computer measuring systems in a class we can expect for raising of interest from senior pupils and only analogies with actual devices and phenomena will allow to interest them and to receive positive perception of a teaching material. The variant with transfer of a material part on earlier parallel looks alternatively. Really, while children are still capable to be surprised, we can take advantage of primitive means enough at introducing of a material, however here we are waited with other danger.

We have bright and attractive designers for younger schoolboys, and we should offer such technique of experiment which should be similar to their habitual toys partly, but also should not less fascinating as outwardly as under content. The natural solution is a transition from isolated laboratory devices to making laboratory source on basis of structurally bound elements with uniform ideology of execution and general methodical provision. It is literally said that economic feasibility of using of any laboratory devices becomes one of determining factors in supply of a natural-science classroom within the next decade.

Therefore unification of equipment and its integrating in logically and structurally bound sets is favourable from the economic point of view. Each element of such constructor will be used at a posing of several experiments and consequently the cost experiment characteristic will decrease. This is possible to relate and to demonstration equipment: any devices will be justified only when it will succeed a several methodical purposes. Let's pay an attention to another aspect of the modern domestic classroom.

General problem is the presence of cannibalized or failed equipment at active school. It is important here not only to provide continuity in process of device improvement but also to reveal analogs of available laboratory installations to provide only their partial replacement. It would be desirable to note, that the given problem has found reflection in a new version of the equipment list for a secondary school. What can we offer today? The design of the classroom, taking into account all above-stated, is shown on the Rosuchpribor stand.

In a package alongside with devices of classical physical school the computer measuring system with sets of thematic equipment and complex-constructors for carrying out of the frontal laboratory works at a wide thematic gamut are present. Presence of the computer measuring system allows to change a series of general purpose measuring apparatuses with total depreciation.

Simultaneously presentation and appeal of experiments raise, the opportunity for the pupil research work organization opens up. It is presented the concept of instrumental analog introduction analogs. So, for example, table packages, projection device, TV set and graph-projection equipped with the liquid crystal panel implement the similar functions at the various cost character.

The division line of demonstration and frontal experiment subjects is allocated, namely: demonstration of the geometrical optics phenomena is possible as with the help of an optical tablet or the educational laser with accessories, and by operation with complex-constructors. By the example of classroom equipment by a power supply package we shall allocate equipment variability. Not only variants of stationary wall electrical cabinet, but also a complete set of mobile source designed on line supply, or equipment of an individual workplace by battery supply are possible. Summing up it is would be desirable to note an escalating role in the question of a complete set of a natural-science classrooms from the Ministry of Education, regional education committees, "Rosuchpribor" research-and-production association, independent suppliers and manufacturers of educational equipment. It would be desirable to hope that having united efforts, we shall create a new starting pad for revival of domestic natural-science school.

Thanks for your attention.