This diploma thesis explains nonverbal physical tasks in the teaching of physics. The first chapter focuses on the teaching of physics at primary school, marginally educational programs, teaching methods and physical tasks. One chapter also explains creativity and its use in teaching the subject. This thesis includes a set of processed nonverbal physical tasks together with their didactic analysis and solution of some exercised. Some of the mentioned tasks were processed into worksheets, verified by practice and evaluated. The results of verified nonverbal physical tasks are also attached in the diploma thesis.

This diploma work deals the possibilities of use of demonstration set in teaching of optics in the physics. It is focused on general use of technical didactical means in teaching and various approachs to experiments in the school physics. Comparison of actually available sets for demonstration experiments is incorporated in this work. It contains also set of selected experiments and worksheets which were used for verification of tasks. Results of the worksheets are analysed and form the part of the work. The aim is to verify the benefit of use of demonstration sets in the physics teaching.

This dissertation provides an innovative mechanism to collaborate two geographically separated people on a physical task and a novel method to measure Complexity Index (CI) and calculate Minimal Complexity Index (MCI) of a collaboration protocol. The protocol is represented as a structure, and the information content of it is measured in bits to understand the complex nature of the protocol. Using the complexity metrics, one can analyze the performance of a collaborative system and a collaboration protocol. Security and privacy of the consumers are vital while seeking remote help; this dissertation also provides a novel authorization framework for dynamic access control of resources on an input-constrained appliance used for completing the physical task. Using the innovative Collaborative Appliance for REmote-help (CARE) and with the support of a remotely located expert, fifty-nine subjects with minimal or no prior mechanical knowledge are able to elevate a car for replacing a tire in an average time of six minutes and 53 seconds and with an average protocol complexity of 171.6 bits. Moreover, thirty subjects with minimal or no prior plumbing knowledge are able to change the cartridge of a faucet in an average time of ten minutes and with an average protocol complexity of 250.6 bits. Our experiments and results show that one can use the developed mechanism and methods for expanding the protocols for a variety of home, vehicle, and appliance repairs and installations.

This diploma thesis deals with the issue of creativity in the teaching of physics in elementary school. Creativity is first described in general. The reader will learn what are the aspects of creativity, what are the characteristics of creative solution of problems and how is creativity being developed in the course of live. Then, the thesis focused on the pedagogical concept of creativity. Didactic aspects of creativity teaching are presented here and creative teaching methods are characterized. Further is the work already focused on the teaching of physics itself. Besides traditional teaching methods are introduced mind maps, divergent physical tasks and advice for the realization of creativity teaching. The practical part of this thesis is the suggestion of the collection of divergent tasks and ?research probe?, i.e. the practical verification of several tasks. The tasks were given to two different groups of students, one of which had already had experience with solving these tasks, and for the second group it was something new. The results of both groups were compared and conclusions were made.

This thesis discusses any potentialities and usage of nonverbal tasks for teaching Physics. It primarily analyses the general physical tasks and their position in teaching Physics and then nonverbal physical tasks and their application. For nonverbal tasks there is an emphasis not only on the solutions, but also on the aspects of creativity and on the advancement of divergent thinking of students. The thesis contains a set of created nonverbal tasks and their solutions. Some of tasks are processed to the worksheets and these worksheets were used for experimental verification of tasks. The experimental results are connected with this thesis and analyzed there. The aim of experiments is verification of ability of pupils to solve nonverbal tasks and their ability to identify dependencies between conventional approaches and nonverbal approaches.

At the moment, there is a low level of students’ knowledge in natural sciences. The problem is particularly acute in the field of tasks solving. This paper offers actual ways to solve a task by developing a universal technology for solving tasks. This technology will become the basis for training courses aimed at filling students' knowledge gaps and improving their ability to solve tasks. The paper also considers the automation of educational activities of the Network Engineering School. As a result of the work, the current level of schoolchildren’s training was determined and the causes of the problem were identified. The existing methods of solving tasks were analyzed and identified their shortcomings. A universal technology for solving problems using the method of tabular analysis has been developed and its mathematical justification has been given. Compiled methodological manual and published in scientific journals. The business processes of the Network Engineering School were also automated: a distance learning system was introduced into the learning process. The obtained results have already been applied in practice: the developed methodology has become the base of mathematics course at the Network Engineering School, in which classes are already being held. Also, the effectiveness of the methodology was evaluated during a study conducted on the basis of the school Olympiad. In addition, an assessment of the effectiveness of the project on the implementation of a distance learning system was made and it was revealed that the project is profitable. / В настоящий момент наблюдается низкий уровень подготовки школьников по естественно-научным направлениям. Особенно остро ощущается проблема в области решения задач. Данная работа предлагает актуальные пути решения проблемы путем разработки универсальной технологии решения задач. Данная технология станет основой для учебных курсов, направленных восполнить пробелы в знаниях учеников и подтянуть их способности решать задачи. Также в работе рассматривается автоматизация учебной деятельности Сетевой инженерно-технической школы. В результате работы был определен текущий уровень подготовки школьников и определены причины возникновения проблемы. Проанализированы существующие методики решения задач и выявлены их недостатки. Разработана универсальная технология решения задач методом табличного анализа и дано ее математическое обоснование. Составлено методическое пособие и опубликовано в научных изданиях. Также были автоматизированы бизнес-процессы Сетевой инженерно-технической школы: в процесс обучения была внедрена система дистанционного обучения. Полученные результаты уже применены на практике: разработанная методика стала основной курса по математике в Сетевой инженерно-технической школе, по которому уже проводятся занятия. Также эффективность методики была оценена во время исследования, проведенного на базе школьной Олимпиады. А также была произведена оценка эффективности проекта по внедрению системы дистанционного обучения и выявлено, что проект является прибыльным.