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National Technical University, Kharkov, Ukraine
GIREP Seminar
2003
The operational experience among the students studying on a speciality Technical electrochemistry shows, that a line of basic special concepts is in most cases perceived outside of a general physical context. Break of continuity of fundamental knowledge causes unreliability, formality of mental embedding and logic structurization of the given information. The quasi-statical in physical and psychological aspects approach to a statement of a teaching material, to the making and carrying out of experiment allows to reveal and show the multilevel organization of the object, to realize all advantages of psychological continuity. By the example of the elementary physical system the effect of increase in quantity of degrees of freedom is considered in process of moving over the quasi-statical border line. It should be emphasized that infringement of quasi-statical conditions brings to appearance of so-called phantom potentials. The influence of these potentials on any physical object is shown as expansion of a spectrum of the observable phenomena. In accordance with this such psychological infringement of the quasi-statics in educational process can lead to inadequacy of perception and to a various sort of didactic complications. The offered approach can add essentially methodical principles of physics teaching and methodology of teaching on the whole.