TEACHING THE TOPIC "NUCLEAR COMPOSITION: ELECTRIC AND BARYON CHARGES" USING THE BRAINSTORMING METHOD

This article examines the teaching of the topic "Nuclear Composition: Electric and Baryon Charges" through modern pedagogical technologies. The study aimed to present this conceptually demanding area of physics in an understandable, engaging, and effective manner through the brainstorming method. The role of interactive learning in teaching elements of nuclear and particle physics, developing independent reasoning, and increasing classroom participation was analyzed from scientific and methodological perspectives. The pilot work involved first-year students in the Medical Physics program. The topic was taught through a traditional approach and through brainstorming, after which student achievement was assessed descriptively. The reported mastery rate was 69% for the traditional approach and 78% for brainstorming. The number of students receiving the highest grade increased, while the number receiving the lowest passing grade decreased. These findings suggest that structured idea generation, peer explanation, and teacher-guided verification may support a deeper understanding of the atomic nucleus, electric charge, quark composition, and baryon number. Because the sample was small and the design did not include randomization or inferential testing, the results should be interpreted as preliminary methodological evidence rather than a definitive causal estimate.

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