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International Journal of Innovation and Research in Educational Sciences

Interesting Aspects in Complement the Teaching Process of Physics

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Teaching, Calculating Application, Vector Size, Vector Direction
  • Kelo, Lorena
  • Marko, Sotiraq
  • Guliqani, Esmeralda
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. CC BY-NC-SA 4.0 Creative Commons License:
The forms and ways of transmitting knowledge in Physics, can vary from one teacher to another. Between a broad range of teaching methods, the teacher is in possession of qualitative scientific content. This is very helpful, in order to build a problematic situation. The situation should contain a structure that stands in unity and equilibrium during the teaching process. This type of structure should provide the students with the possibility of recognition, understanding and the analysis of the laws and the application of scientific knowledge. Since the above mentioned elements, are considered as the basis of each lecture, we are focusing on some of the details that best meet this basis. During this article, we will engage in interesting aspects of the use of the Excel program, (mainly the creation of calculating programs in it), in a one - hour Physics lecture for the students of the Information Technology branch. It is often the case, that students create some artificial barriers in their minds regarding the knowledge acquired from different subjects. Often, their thoughts create a contrast, between what they learn from a subject and the possibility of application of that knowledge to another subject. Regarding the subject of Physics, the aforementioned contrast cannot be more misleading. Physics is spreading its roots every day more, in other scientific fields of knowledge. It is supplying problems for solutions from different fields but at the same time, it's posing problems to be solved. In this article, in particular, a vector analysis of three charges operating on a fourth will be analyzed. In addition, the size (numeric value) will be calculated, along with the direction of the resultant force. By building the corresponding application in Excel, we will derive the results for both calculations. Such aspects, applied occasionally, have transformed the teaching of Physics into an interesting class time for the information technology students

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