Dževdeta Dervić, Druga Gimnazija Sarajevo
In Bosnia and Herzegovina, physics is introduced as a subject in the seventh grade of primary school, while in high schools it is studied depending on the type of school, as a regular or optional subject. After elementary school, students take an external exam, but physics is also an optional subject. In secondary schools, there is no external verification of students\’ knowledge and skills. Physics exams are performed at the time of admission to the University, where the results are devastating compared to other natural sciences subjects. In the educational reform that is underway in Bosnia and Herzegovina, it is recommended to use visualizations as much as possible in physics classes. The paper will present studies that examined the effects of using static and dynamic visualizations in physics classes on students\’ conceptual understanding of phenomena in kinematics and geometric optics. The traditional teaching method was compared with teaching with the help of static and dynamic visualizations. The results are attractive, especially in a time of technological progress and the didactic potential of using computer simulations in teaching.