The XVI-th International Conference “Physics in the System of Modern Education (PSME-2021)” was held from November 11 to 12, 2021 under the auspices of the Ministry of Science and Higher Education of the Russian Federation, the Ministry of Education of the Russian Federation in the Herzen State Pedagogical University of Russia.
More than 200 people took part in the conference. Reports were presented from educational and scientific institutions of Belarus, the United States of America, Uzbekistan, as well as 30 cities of the Russian Federation.
The composition of universities and other organizations whose representatives took part in the conference was very diverse — they were classical and pedagogical universities, technical universities and institutes, scientific physical institutes and educational institutions specializing in natural sciences. School teachers took an active part in the conference.
Five sections worked at the conference:
- Professional physical education.
- Physics in the system of natural science education.
- Physics in the system of engineering education.
- Training of teaching staff in physics.
- Physics in the system of general secondary and secondary special education.
In total, including the plenary session and the poster session, 7 sessions of sections were held, 53 reports were heard, more than 50 poster reports were discussed.
The plenary session heard reports on topical issues of modern physical education:
the role of scientific seminars, schools and conferences in the system of physical education, training and implementation of major scientific and technical projects;
training of a physics teacher in the context of the implementation of state programs for the development of science, technology and technology;
organization of individualized mass adaptive multilevel teaching of fundamental physics course within the framework of engineering training at technical universities;
the possibilities of blended learning in the preparation of physics teachers.
40 people took part in the work of the section “Professional physical education”.
The topics of the reports covered a wide range of issues, among which, due to the special relevance in modern conditions, a large place was occupied by reports on the organizational and methodological support of distance learning.
Reports were also presented, which considered the organization of educational and scientific events (lectures, seminars, schools), the interaction of organizations in a pandemic, the use of new physical instrument complexes for various learning purposes, questions of the history of physics.
It should be particularly noted that a number of reports emphasized and demonstrated the growing connection between education and production, based on the interaction of educational, scientific and industrial organizations where students practice and where graduates are subsequently distributed.
The section “Physics in the system of natural science education” touched upon the issues of teaching physics to students of various natural science profiles and directions.
Issues related to the teaching of biophysics, bioecology, medical physics and other similar disciplines, as well as the teaching of applied natural science courses were discussed.
Reports on distance learning were also presented at the section.
The Section notes that the proportion of reports on the content of physical education has increased again, which indicates increased attention to this problem.
The section “Physics in the system of engineering education” presented reports on the problems of training engineers in physics in modern conditions. The participants were interested in issues related to the formation of individual learning trajectories, the adaptation of educational programs in physics to the needs of society and the needs of the individual students, the creation and organization of access to high-quality content, methods and methods of evaluating learning outcomes, ways to provide motivation to master physics.
The issues of modernization of the physics workshop for future engineers, ways of effective use of digital technologies in the conditions of mass training of specialists, features of teaching physics during the pandemic were actively discussed.
More than 40 people took part in the work of the section “Training of teachers in physics”. All the poster presentations made and presented were scientifically informative, contained new results and developments. Most of the reports were devoted to new approaches and methods of organizing training sessions and their implementation in conditions of distance or mixed learning, adaptation to the conditions of the pandemic. A number of reports were devoted to the peculiarities of the organization of pedagogical practices.
The participants of the section also note that the conference program included few reports on the teaching of physics in a mass school, as well as the organization, staffing, material and instrumentation of physical educational laboratory and demonstration experiments in schools and universities.
The work of the section “Physics in the system of general secondary and secondary vocational education” was distinguished by the activity of participants and an interested discussion of messages from both higher education teachers and school teachers.
One of the most discussed issues at the meeting was the use of physical tasks for teaching physics. The participants note that practitioners and scientists in the field of education should exclude negative connotations when using the words “traditional” or “standard” in relation to physical tasks.
The problems of setting up a school physics experiment, the problems of teaching gifted children (as well as teaching physics in early childhood) were discussed at the session of the section. There were presented reports related to the teaching of micro- and macro-world physics, and reports on ways to form reader literacy in physics classes.
The participants of the section note that the reports made at the meeting were distinguished by “student-centered”, the main content of the reports was about the activities of students, about improving their level of training in the field of physics.
Summing up the results of its work, the PSME-2021 Conference recommends:
Participants listed in the Annex to this Decision should prepare scientific articles on their reports.
To hold the next XVII International conference “Physics in the system of modern education” in 2023 with possible remote participation. The venue of the PSME-2023 conference will be discussed at a meeting of the organizing committee in 2022.
The conference participants note the high level of organization and holding of the XIV International Conference “Physics in the system of Modern Education (PSME-2021)” and express gratitude for its organization to the Organizing Committee, the working group and everyone who contributed to the successful holding of the conference.The XVI-th International Conference “Physics in the System of Modern Education (PSME-2021)” was held from November 11 to 12, 2021 under the auspices of the Ministry of Science and Higher Education of the Russian Federation, the Ministry of Education of the Russian Federation in the Herzen State Pedagogical University of Russia.
More than 200 people took part in the conference. Reports were presented from educational and scientific institutions of Belarus, the United States of America, Uzbekistan, as well as 30 cities of the Russian Federation.
The composition of universities and other organizations whose representatives took part in the conference was very diverse — they were classical and pedagogical universities, technical universities and institutes, scientific physical institutes and educational institutions specializing in natural sciences. School teachers took an active part in the conference.
Five sections worked at the conference:
- Professional physical education.
- Physics in the system of natural science education.
- Physics in the system of engineering education.
- Training of teaching staff in physics.
- Physics in the system of general secondary and secondary special education.
In total, including the plenary session and the poster session, 7 sessions of sections were held, 53 reports were heard, more than 50 poster reports were discussed.
The plenary session heard reports on topical issues of modern physical education:
the role of scientific seminars, schools and conferences in the system of physical education, training and implementation of major scientific and technical projects;
training of a physics teacher in the context of the implementation of state programs for the development of science, technology and technology;
organization of individualized mass adaptive multilevel teaching of fundamental physics course within the framework of engineering training at technical universities;
the possibilities of blended learning in the preparation of physics teachers.
40 people took part in the work of the section “Professional physical education”.
The topics of the reports covered a wide range of issues, among which, due to the special relevance in modern conditions, a large place was occupied by reports on the organizational and methodological support of distance learning.
Reports were also presented, which considered the organization of educational and scientific events (lectures, seminars, schools), the interaction of organizations in a pandemic, the use of new physical instrument complexes for various learning purposes, questions of the history of physics.
It should be particularly noted that a number of reports emphasized and demonstrated the growing connection between education and production, based on the interaction of educational, scientific and industrial organizations where students practice and where graduates are subsequently distributed.
The section “Physics in the system of natural science education” touched upon the issues of teaching physics to students of various natural science profiles and directions.
Issues related to the teaching of biophysics, bioecology, medical physics and other similar disciplines, as well as the teaching of applied natural science courses were discussed.
Reports on distance learning were also presented at the section.
The Section notes that the proportion of reports on the content of physical education has increased again, which indicates increased attention to this problem.
The section “Physics in the system of engineering education” presented reports on the problems of training engineers in physics in modern conditions. The participants were interested in issues related to the formation of individual learning trajectories, the adaptation of educational programs in physics to the needs of society and the needs of the individual students, the creation and organization of access to high-quality content, methods and methods of evaluating learning outcomes, ways to provide motivation to master physics.
The issues of modernization of the physics workshop for future engineers, ways of effective use of digital technologies in the conditions of mass training of specialists, features of teaching physics during the pandemic were actively discussed.
More than 40 people took part in the work of the section “Training of teachers in physics”. All the poster presentations made and presented were scientifically informative, contained new results and developments. Most of the reports were devoted to new approaches and methods of organizing training sessions and their implementation in conditions of distance or mixed learning, adaptation to the conditions of the pandemic. A number of reports were devoted to the peculiarities of the organization of pedagogical practices.
The participants of the section also note that the conference program included few reports on the teaching of physics in a mass school, as well as the organization, staffing, material and instrumentation of physical educational laboratory and demonstration experiments in schools and universities.
The work of the section “Physics in the system of general secondary and secondary vocational education” was distinguished by the activity of participants and an interested discussion of messages from both higher education teachers and school teachers.
One of the most discussed issues at the meeting was the use of physical tasks for teaching physics. The participants note that practitioners and scientists in the field of education should exclude negative connotations when using the words “traditional” or “standard” in relation to physical tasks.
The problems of setting up a school physics experiment, the problems of teaching gifted children (as well as teaching physics in early childhood) were discussed at the session of the section. There were presented reports related to the teaching of micro- and macro-world physics, and reports on ways to form reader literacy in physics classes.
The participants of the section note that the reports made at the meeting were distinguished by “student-centered”, the main content of the reports was about the activities of students, about improving their level of training in the field of physics.
Summing up the results of its work, the PSME-2021 Conference recommends:
Participants listed in the Annex to this Decision should prepare scientific articles on their reports.
To hold the next XVII International conference “Physics in the system of modern education” in 2023 with possible remote participation. The venue of the PSME-2023 conference will be discussed at a meeting of the organizing committee in 2022.
The conference participants note the high level of organization and holding of the XIV International Conference “Physics in the system of Modern Education (PSME-2021)” and express gratitude for its organization to the Organizing Committee, the working group and everyone who contributed to the successful holding of the conference.