THE USE OF PROBLEM APPROACH IN TEACHING OF MEDICAL AND BIOLOGICAL PHYSICS
DOI:
https://doi.org/10.11603/me.2414-5998.2017.1.7347Keywords:
problematic situation, medical and biological physics.Abstract
The aim of the study – presented article was to prove the need of problem-based learning for improvement of modern professionals training.
Materials and Methods. The analysis of typical and working program “Medical and biological physics” and educational-methodical materials was made for identifying issues, which are appropriate to the problem-based learning. The method of observation was applied for determining of students activity level. The degree to achieve specific educational goals was assessed by analyzing of the students' knowledge control sections.
Results and Discussions. The article gives examples of problematic tasks in the study of mechanisms of resting and action potentials, occurrence of the electric field in the body due to the spread of excitation wave in the heart and in the other organs, the features of the substances transport through the plasmatic membranes of the different cells. It is shown that the solution of tasks on a practical trainings by medical and biological physics should take the aim to integrate with physiology and other courses that use knowledge about the physical and physicochemical foundations of human life, the effects on the body of physics environmental factors and principles of their use in medical devices.
Conclusions. The advantages of the use of problem-based learning of medical and biological physics are activation of mental activity of students and increasing of their intrinsic motivation. Terms of the successful use of technology are profound professional knowledge and pedagogical skills of the teacher and a high level of students training.
References
Basova, N.V. (2000). Pedagogika i prakticheskaia psykhologiia [Pedagogy and Practical Psychology].- Rostov na Donu: Feniks [in Russian].
Vitvytska, S.S. (2003). Osnovy pedahohiky vyshchoi shkoly [Basics of pedagogics in higher school]. Kyiv. Retrieved from http://nashaucheba.ru/v12486/ [in Ukrainian].
Haluzinskyi, V.M. & Yevtukh, M.B. (1995). Osnovy pedahohiki ta psykholohii vyshchoi shkoly v Ukrainн [Basics of pedagogics in higher school of Ukraine]. Kyiv: НNTEL [in Ukrainian].
4. Hereles, L.M. (2011). Problemnoe obuchenie v vuze [Problem-based learning in high school]. Molodoi uchenyi – Young scientist, 4, (2), 78-80 [in Russian].
Drozdova, I.P. (2008). Metodyka vykladannia, pedahohika ta psykholohiia vyshchoi osvity [Methods of teaching, pedagogy and psychology]. Kharkiv: KhNAMH [in Ukrainian].
Manko, V.A. (2006). Problemne navchannia yak aktualna naukovo-pedahohнchna problema [Problem learning as relevant scientific and pedagogical problem]. Zasoby navchalnoi ta naukovo-doslidnoi roboty. – Means of educational and research work, 25, 102-106. [in Ukrainian].
Navolokova, N.P. (2009). Entsyklopedia pedahohichnykh tekhnolohii ta нnnovatsii [Encyclopedia of educational technology and innovation]. Kharkiv: Osnova [in Ukrainian].
Ohneviuk, V.O. (2003). Osvita v systemi tsinnostei staloho lyudskoho rozvytku [Education in the value system of sustainable human development]. Kyiv: Znannya Ukrainy [in Ukrainian].
Sait Natsionalnoho pedahohichnoho universytetu im. M.P. Drahomanova
[Site of M.P. Drahomanov National Pedagogical University]. http://npu.edu.ua. Retrieved from http://npu.edu.ua
Yahupov, V.V. (2002). Pedahohнka [Pedagogy]. Kyiv: Lybid [in Ukrainian].
