ZNOVURENESANCIA METÓDY ANALÓGIE VO VÝUČBE PRÍRODNÝCH A TECHNICKÝCH VIED V SPOJITOSTI S APLIKÁCIOU IKT
Renáta BERÁTOVÁ – Milan Bernát
Resumé: During the history of teaching electrotechnical engineering, a great number of
analogy models of electrical elements and electro-physical processes have been created. However, we have not come across the multimedia and dynamic analogy models that are presented in this paper and can be therefore considered as new and original. Furthermore, the analogy method as a teaching method in connection with computer modelling acquires new quality visualisation form since it has not been didactically examined before. Secondarily, a project conception of teaching has been applied in creating models which can be also considered as new and original.
Kľúčová slová: metóda analógie, analogové modely, výučba.
Key words: the analogy method, the analog models, teaching electrotechnical subjects. Introduction and research aim formulation
The analogy method used in teaching electrotechnical engineering is old as the teaching electrotechnical engineering itself. It appears that the introduction of information technology provides new possibilities for applying (visualizing) the analogy method in education.
According to our experience of teaching at various educational levels we suggest that in the youngest category of learners it is best to explain the theory of electrical (and electronic) circuits in a simplified manner, i.e. according to didactic procedures of acquiring knowledge, which, in the first phase of their application, are based on known and specific phenomena that gradually transfer learning to abstract and generalizing level, thus, explaining the unknown, not understood yet, through the known, already understood. In our didactic practice, analogy (in some aspects) between electro-physics and hydro-physics in selected hydrodynamic systems forms the base. It should be noted that there are certain analogical relations on the level of form, i.e. differential equations describing transport processes, between the regularities of electric current conduction in electric circuits and fluid flow in hydrodynamic circuits, however, there are fundamental differences in specific physical mechanisms.
Principles, strategy, and tactics of creating the experimental visualization platform
Traditionally, analogy has been understood as certain similarity between objects, phenomena, processes, quantities, etc. In didactic application, analogy is the connection between and among the phenomena and processes already known to the learners, having identical development, or expressed by identical mathematical relations, equations, etc.
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We distinguish a functional analogy based on similar functional features of two systems, and a structural analogy based on similarities in the structure of two systems. Both types of analogy are employed in this paper – the functional (between electric and hydrodynamic elements) and the structural (between electric and hydrodynamic circuits).
Since the analogy method as a teaching method in engineering pedagogy has been sufficiently researched and compiled in the sources during the long history of teaching electrical engineering, didactic principles of working with the analogy method can be briefly summed up without further analysis as follows: The analogy method can be employed in teaching to illustrate not demonstrative and unclear phenomena. [3]. However, students should be aware of the limits of the functional analogy that should not be exceeded when applying the above mentioned analogy models, since functional analogy does not presuppose total analogy.
Educational computer models were synthesised according to the particular schemes included in the instruction manuals of the electro-technical construction kits (suitable for primary and secondary schools – physics, technical education, workshop, and natural science at the first level of primary schools and vocational electro-technical subjects at secondary schools, after-school technical activity, etc.). Our final objective was to create a “virtual visualization accessories” to the particular electro-technical construction kits, which would extend the operating range of the traditional electro- technical construction kit. In order to create “good compatibility” between a physical model (the construction kit) and a computer model (disc), it was necessary to ensure that the computer models names and their numerical designations copied and unified the models names and designations from the above-mentioned electro-technical construction kits manuals for students.
Hydro-analogy models are presented in this paper by means of pictures. The essence of the creation of the particular hydro-analogy models is described in detail in our paper [2]. The characteristic feature of the proposed hydro models is simple visualization of the virtual processes running in the above mentioned models through computer technique (on the basis of animation and simulation), PNP model, and FET model created to the NPN hydro-model of transistor and various basic circuits of semiconductor technique created from the components. So far, we have not come across any problem indicating that a basic transistor circuit could not be interpreted on this basis.
Fig.1.a,b,c. The hydro model of transistor - model NPN-3D
Another educational model system is employed to illustrate “visualization strength” and its didactic application. Application strategy and tactic principles in other systems are analogical and can be summarized as follows: Phenomena and processes
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visualizable on the physical model should also be visualized on the same and everything that exceeds “possibilities of physical model visualization” should be visualized on the computer model.
The so-called visualization sheets have been worked out (in both printed and electronic forms) to achieve professional and didactic unification of visualization of electro-physical processes, thus independence of the didactic effect on the research sample. We wish to present some of these sheets here.
Empirical research – application of the IESVE in education
On the platform of the created model database and relevant instruction sheets, the so-called NIESVE experimental innovative system of teaching has been created on the basis of the visualization of electromagnetic processes running in electro-physical systems. The system has been experimentally tested for teaching specific subjects; the model database on the basis of construction kits provided good “material” conditions for extensive thematic and spectral experiments in teaching electro-physics.
The comparison of effectiveness of the teaching systems between the experimental (NIESVE) and the control groups (traditional teaching system) was carried out through pedagogic experiment by comparing didactic effectiveness of visualization employed in both the experimental and the control groups.
Fig. 2 The essence of pedagogic experiment
In the experimental group, the experimental teaching system (NIESVE) has been carried out on the basis of a symbiotic (parallel) way of visualization of electromagnetic processes running in electro-physical systems on the basis of electric connection scheme, also on a real physical model through electric measuring and on the basis of teaching interactive animation and simulation computer models. See “The principled essence of mechanism of experimental effect” below for details.
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In the control group, the traditional teaching system on the basis of traditional ways of visualization of electromagnetic processes has been carried out.
Conclusion
Based on the synoptic analysis of applicability of the innovative teaching system (created on the basis of innovative way of teaching), which has been described and experimentally tested, it can be stated that the research has proved that it is possible to apply the innovative system in practice of our current school, and thus create the conditions for increasing effectiveness of education of electro-physics and achieve positive qualitative changes in the structure of learners´ knowledge. The statements can also be supported by the fact that application of the innovative teaching system in practice does not require any radical intervention into the current traditional system of education, which we assume to be the most important application advantage.
The results of the whole research (implemented in all research projects) may be summed up as follows: Rediscovery of the analogy method in teaching electrical engineering in connection with the creation of educational animation and simulation computer models has its didactic reason and meaning when it comes to application.
References
[1] BERNÁT, M. Dynamika priestorových nábojov v nehomogénnych elektrických
poliach vytvorených jednosmerným a striedavým napätím. Dizertačná práca. Košice:
FEI TU Košice, 2000. ISBN nemá.
[2] BERNÁT, M. K didakticky zameranej vizualizácii niektorých elektrofyzikálnych
procesov pomocou počítača a jej aplikácie vo výučbe elektrofyzikálnej zložky učiva spätej s technickou výchovou. Dizertačná práca. Nitra: PdF UKF Nitra, 2005. ISBN
nemá.
[3] MELEZINEK, A. Ingenieurpädagogik. Praxis der Vermittlung technische Wissens techn. Wissens. Wien, New York, Springer, 1986. ISBN nemá.
Oponoval: Ing. Jozef Balogh, PhD. (FEI TU Košice)
Kontaktná adresa
Doc. RNDr. Renáta Bernátová, PhD. Ing. Milan Bernát, PhD.,PhD. Katedra prírodných a technických vied Katedra techniky a DK
Pedagogická fakulta PU v Prešove FHPV PU v Prešove Ul. 17. novembra 1 Ul. 17. novembra 1 080 01 Prešov 080 01 Prešov Slovenská republika Slovenská republika Tel.: 00421 517470561 Tel.:00421517470250
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