Digital Technologies in Teaching Physics: An Analysis of Existing Practices

Abstract

The article raises the problem of using digital technologies (DT) in teaching physics. To identify scientific and methodological results on the use of DT in teaching physics, an analysis of publications contained in the Scopus / Web of Science databases and scientific and methodological publications of Ukraine is presented. The following directions have been recorded: the use of various digital tools as tools for the study of physical processes; the use of applications to solve physical problems, the use of virtual and digital physical laboratories, the use of virtual and augmented reality to teach physics, and the use of specialized environments to model physical processes. Separately, virtual physical laboratories are noted - computer environments that allow you to simulate the behavior of real-world objects in conditions that are close to real ones. The PhET resource, which contains online laboratories to support the study of various topics of the physics course, is briefly described. Based on the results of the survey of teachers, Ukraine's practices of using digital technologies in teaching physics are summarized. In particular, there revealed a certain teacher bias regarding using virtual physical laboratories to teach physics.