Integration of Case Study and Digital Technologies in Physics Teaching Through the Medium of a Foreign Language

Abstract

Abstract. The purpose of this study is to determine the possibilities of digital technolo-gies and case study method in the development of creativity of the future teachers in physics teaching through the medium of a foreign language. The Akhmet Yassawi International Kazakh-Turkish University has created computer models of various physical processes and phenomena on the basis of Optics in English training course and has developed a method of their application. Since English opens the way to the formation of creativity, we have evaluated the effectiveness of the methodology we have developed, through the evaluation of creativity. The nearly 73 students were engaged in an experiment presented below in chronological order. The reliability of results obtained at the beginning and at the end of forming stage for each criteria of creativity, as well as for the integral indicator is provided by Pearson criterion . At the beginning of the experiment it is seen that that means there are no differences between the development level of students’ creativity from both experimental and target groups. At the end of the experiment , that means there are significant differences in the development level of students’ creativity.

Issues of Educational Technologies and Authenticity Synergy in a Content and Language Integrated Learning Course at Technical University

“…As examples of such authentic tasks through technologies we suggest: public information dissemination through communication nets about the same product but with changes of the communication strategies depending on target audience; reputation management using online information sources and differentiating true or false facts; provision of marketing online communication and creating online questionnaires and polls; crisis management through analysing social media for quick alert and finding real-time decision-making information. Thus, the application of technologies in the CLIL course foster interdisciplinary and multifunctional cooperation among teachers and students as well [24].…”

Analysis of Teaching Physics Through Interim Language as Preconditions for Humanitarian Training of Science Teachers for Differentiated Approach in CLIL

“…As noted earlier (Kovrizhnykh, 2020;Ramankulov et al, 2020), teaching physics in English as a second language to international and local students and training of CLIL physics teachers represent different methodical sides of the same educational phenomenon -teaching Physics using interim language. CLIL is characterized by a dual goal in which its main content component is aimed at developing the cognitive functions of students.…”

“…CLIL science teacher is one of the fundamental and most numerous members of the team of professionals who ensure not only the acquisition of knowledge and the development of skills within the selected competencies but also the academic component of students' adaptation to new educational and organizational content and language learning conditions basing on the material of the discipline studied through a non-native language (Couto-Cantero & Bobadilla-Pérez, 2018;Kampen et al, 2018;Cimermanova, 2017;Urmeneta & Evnitskaya, 2014;Dalton-Puffer, 2011;Bicaku, 2011). As many researchers mark (Dimova, 2021;Hu & Gao, 2020;Ramankulov et al, 2020;Fernández-Barrera, 2019;Lo et al, 2018;Volchenkova et al, 2019;Macaro, Curle, Pun, An & Dearden, 2018;Rodríguez & Saray, 2018;Cimermanova, 2017;Bier, 2016;Kunioshi et al, 2015;Airey, 2012;Dalton-Puffer, 2011), English is most often used as an interim language or lingua franca in Russia and abroad. As noted in scientific reports (Airey, 2012;Arnándiz & Portolés, 2019;Bier, 2016;Hudson, 2009;Lo et al, 2018;McDougald, 2015), now teaching subjects through English as a non-native language is a prestigious category in many educational institutions.…”

Formation Of Skills To Visualize Of Future Physics Teacher: Results Of The Pedagogical Experiment

“…-the study of specific topics in physics, in particular: the peculiarities of studying the topic "Magnetic forces" using multimedia tools ; the study through the integration of the case-method and digital technologies to develop students' creative abilities on the example of "Optics" course (Ramankulov et al, 2020); -features of organizing and conducting a physical experiment based on virtual laboratories, in particular: performing in a virtual physical laboratory in order to form metacognitive skills of future specialists (Yusuf & Widyaningsih, 2020); the problem of choosing a virtual laboratory and mastering the process of training in it (Kassenova, 2017); the use of virtual physics laboratories to conduct physics training experiments for future engineers (Mircik & Saka, 2018); the use of an innovative 3D virtual reality learning environment designed to assist students in studying and teachers in explaining the various physical processes (Grivokostopoulou et al, 2017); the impact of the using of virtual laboratories on enhancing the creative abilities of future physics teachers (Gunawan et al, 2017); the using of visual models to accompany the training in optics from the standpoint of the quantum nature of light with consistent analysis of classical and modern experiments (Malgieri et al, 2014); -usage of different technologies, forms, and methods of teaching, in particular: features of the usage of interactive forms of teaching in the preparation of physics teachers (Garnaeva et al, 2019); blended learning features for future physicists and physics teachers using the Moodle platform (Krasnova & Shurygin, 2019); features of implementing active ICT-based training with millisecond resolution to support physical learning (movement, momentum, etc.) (Kobayashi & Okiharu, 2009);…”