IMPACT OF PHYSICS-ORIENTED TASKS ON UNDERSTANDING THE CONCEPTS OF ELECTRICAL PHENOMENA

Research on framing the schoolchildren's concepts is supposed to be a scientifically and practically important issue of modern educology. In order the learners should conscientiously grasp the scientific concepts; the process of concept development must be properly organized and carefully controlled. To formulate the concepts of physics, the authors of the article followed the oriented tasks embracing definite didactic operation references. Research suggests that the oriented tasks in the educational process are performed as a guide determining the steady movement toward a positive result. A pedagogical experiment monitors the impact of physics-oriented tasks on understanding the concepts of electrical phenomena. A survey involved 230 ninth-formers presenting different schools of Lithuania. The experiment and its statistical assessment indicate that the oriented tasks help with perceiving the scientific concepts, highlight the schoolchildren's typical mistakes and impose requirements for their correction and improvement.