Baizak U, Baizakova B. Theoretical foundations of professionally oriented study of physics at school. Sci Herald Uzhhorod Univ Ser Phys. 2024;(56):380-390. DOI: 10.54919/physics/56.2024.38ryg0
Theoretical foundations of professionally oriented study of physics at school
Usen Baizak, Bakhyt Baizakova
https://doi.org/10.54919/physics/56.2024.38ryg0
Abstract
Relevance. The modern study of physics is focused on changes in conceptual approaches to its functioning, goals, content, methods, and results. This study examines the effectiveness of a model for training future physics teachers to design lessons in the context of variable education approaches.
Purpose. The purpose of the study is to evaluate changes in the design and modelling competence of future physics teachers after implementing an experimental training model.
Methodology. A pedagogical experiment was conducted with control and experimental groups of future physics teachers. Their design and modelling competence were assessed before and after the experimental training using surveys, tests, quasi-professional tasks, and analysis of teaching practice reports. Results were analysed statistically using Pearson's chi-squared test and Student's t-test.
Results. Three components were evaluated: motivational-axiological, cognitive-operational, and productive-creative. The experimental group showed significant increases in all components of design and modelling competence compared to the control group. Statistical analysis confirmed the differences were significant. The model improved the motivation, knowledge, skills and creative abilities related to lesson design and implementation.
Conclusions. The experimental training model was effective in developing future physics teachers' competence in designing lessons for variable educational contexts.
Keywords: teaching methods; pedagogical modelling; development of constructive skills; lesson model
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