Izvleček
V času hitro spreminjajočega se sveta in velikega tehnološkega napredka smo učitelji poklicani, da pomagamo učencem, dijakom in študentom razviti višje miselne procese, globoko razumevanje in strategije reševanja problemov, ki so značilne za strokovnjake. Tradicionalne naloge v učbenikih in zbirkah nalog običajno sprašujejo po določeni številski vrednosti, pri čemer so podani vsi podatki in vse predpostavke, ki omogočajo izračun končnega rezultata. Takšne naloge je pogosto mogoče uspešno rešiti že z iskanjem ustreznih enačb, brez razumevanja fizikalnih pojavov v ozadju problema. Raziskave kažejo, da reševanje tovrstnih nalog učencem, dijakom in študentom ne pomaga razviti globljega razumevanja fizikalnih vsebin in oblikovati povezanega znanja, kar je ključno za sposobnost uporabe znanja v novih okoliščinah. Potreba po novih vrstah nalog, ki pomagajo dijakom razvijati takšna znanja, obstaja že nekaj časa, s skokovitim razmahom orodij jezikovne umetne inteligence (npr. ChatGPT) pa so tovrstne naloge postale nepogrešljive. V članku opišemo nekatere vrste netradicionalnih nalog in predstavimo, katere veščine pomagajo razviti ter na kaj moramo paziti pri sestavljanju in uvajanju tovrstnih nalog v pouk fizike.
Abstract
New Types of Problems: What, Why, and How
In the era of fast technological development and a rapidly changing world, teachers must help students develop higher-level thinking skills, conceptual understanding, and problem-solving strategies similar to those employed by experts. Traditional end-of-chapter problems in introductory physics textbooks typically ask for a specific numerical value while providing all necessary data and making all simplifying assumptions that are needed to find the solution. Such problems can usually be solved by searching for relevant equations without comprehending the underlying physical phenomena. According to research, completing such assignments does not assist students in developing a deeper understanding of physical concepts or coherent knowledge crucial to applying the knowledge in new circumstances. For some time, there has been a demand for new types of problems that help students build such knowledge.
With the rapid development of technologies powered by artificial intelligence (such as ChatGPT), such activities have become vital. This article outlines various types of non-traditional problems and the skills they help develop, as well as what to consider when creating and introducing such tasks into physics education.