Treniruojamo ir probleminio pobūdžio fizikos užduočių statistiniai parametrai
Statistical Evaluation of Training and Problem-Based Physics Tasks

Summary/Abstract: This artide analyses physics tasks in didactic aspects. It deals with evaluating the tasks of different didactic using statistical parameters: objectives complexity index and resolution parameters of task. In order to achieve the mentioned goal there were used statistical analyses of national A - level exams for years 2000-2005. On the grounds of that there was carried out the secondary analyse of statistical data. Ali exam tasks were grouped into drills and tasks of problem solving format. Having analysed the statistical parameters of such tasks, regularities statistically evaluating the tasks of different didactic objectives were established. Assessment of the finai examination physics tasks at national level carried out depending on their statistical parameters revealed that both types of the tasks had the index of a very demanding task. Annually, the problem-based tasks used to fall into the group of the fairly easy tasks. A deviation of relative freąuency of the training and problem-based tasks has never been statistically confirmed in any of the groups of complexity of the physics tasks. Assessment of the training and problem-based tasks according to the task resolution disclosed that more problem-based (knowledge application) than training tasks (knowledge and comprehension) were included into the groups of a high and very high resolution. Deviation has been statistically approved.

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