FIZIK JARAYONLARNI MODELLASHTIRISHDA TKINTER MODULIDAN FOYDALANISHNING AHAMIYATI

Ro‘ziboyev Valijon Umarali o‘g‘li; Kamolova Muhabbatxon Muhiddin qizi

FIZIK JARAYONLARNI MODELLASHTIRISHDA TKINTER MODULIDAN FOYDALANISHNING AHAMIYATI

Авторы

Ro‘ziboyev Valijon Umarali o‘g‘li Farg‘ona davlat universiteti
Kamolova Muhabbatxon Muhiddin qizi Farg‘ona davlat universiteti

Ключевые слова:

Tkinter, modellashtirish, fizika ta’limi, amaliy o‘rganish, grafik foydalanuvchi interfeyslari (GUI), ma’lumotlarni tahlil qilish, integratsiya, STEM ta’limi.

Аннотация

Ushbu maqolada fizik jarayonlarni modellashtirish uchun Python dasturida kuchli grafik foydalanuvchi interfeysi (GUI) asboblar to‘plami bo‘lgan Tkinter modulidan foydalanishning ahamiyati yoritilgan. Fizika tushunchalari ko‘pincha o‘quvchilar uchun mavhum tabiati tufayli tushunish qiyinligini isbotlaydi. Biroq, Tkinterni fizika ta’limiga integratsiyalashgan holda, o‘qituvchilar murakkab fizik hodisalarni chuqurroq tushunishga yordam beradigan interaktiv vizualizatsiya, simulyatsiya va animatsiyalarni yaratishi mumkin.

Библиографические ссылки

Hestenes, D., Wells, M., & Swackhamer, G. (1992). Force Concept Inventory. The Physics Teacher, 30(3), 141-158.

Kohnle, A., & Heller, K. (2004). Students' computer modeling processes as basis for competence-oriented teaching. International Journal of Science Education, 26(11), 1319-1339.

Laws, P. W. (1991). Workshop physics: Learning introductory physics by doing it. AIP Conference Proceedings, 399(1), 149-166.

Nersessian, N. J. (2008). Creating scientific concepts. MIT Press.

Sherin, B. L., & Han, S. Y. (2004). Teacher support for hypothesis formation in scientific inquiry. Journal of Research in Science Teaching, 41(9), 937-960.

https://docs.python.org/3/library/tkinter.html

Загрузки

PDF (English)

Опубликован

2023-06-01

Как цитировать

Ro‘ziboyev Valijon Umarali o‘g‘li, & Kamolova Muhabbatxon Muhiddin qizi. (2023). FIZIK JARAYONLARNI MODELLASHTIRISHDA TKINTER MODULIDAN FOYDALANISHNING AHAMIYATI. INNOVATIVE DEVELOPMENTS AND RESEARCH IN EDUCATION, 2(18), 300–302. извлечено от https://interonconf.org/index.php/idre/article/view/5237