European International Journal of Pedagogics
78
https://eipublication.com/index.php/eijp
TYPE
Original Research
PAGE NO.
78-81
DOI
3
OPEN ACCESS
SUBMITED
31 May 2025
ACCEPTED
27 June 2025
PUBLISHED
29 July 2025
VOLUME
Vol.05 Issue07 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Didactic Possibilities for
Developing Students'
Cognitive Activity in
Physics Lessons Using
Media Technologies
Alimov Asadulla Urokbayevich
Independent Researcher at the Department of Physics, Samarkand State
Pedagogical Institute, Uzbekistan
Abstract:
This article analyzes the didactic possibilities
of media technologies in increasing cognitive (cognitive)
activity of students in physics classes. In the modern
educational process, through digital tools and
interactive platforms, students' interests in physics will
increase and they will be able to gain a deeper
understanding of the subject. With the help of Media
technologies, it is possible to organize classes in a more
interactive and dynamic way, to develop students '
independent thinking and analysis skills.
Keywords:
Media technologies, physics education,
didactics, cognitive activity, reading, teaching, reader,
teaching materials, methodology.
Introduction:
Nowadays, the role of information and
communication technologies, in particular media
technologies, in the educational process is increasingly
increasing. Especially in teaching complex natural
sciences such as physics, media technologies are
emerging as an important tool not only to increase
students' interest in the lesson, but also to develop their
cognitive (cognitive) activity. When analyzing the
didactic possibilities of developing students' cognitive
activity using media technologies in teaching physical
sciences, it is first necessary to clarify the meaning of the
word didactics. The word didactics is derived from the
Greek term "didacticos" and means "to teach", "to
teach", "to educate".
In teaching physics lessons, based on the basic law of
didactics - the law of unity of learning and teaching, the
educational process should be considered from the
European International Journal of Pedagogics
79
https://eipublication.com/index.php/eijp
European International Journal of Pedagogics
point of view of the mutual unity of the teacher and
students. Therefore, taking into account the
connection between methodology and didactics, the
methodology of teaching subjects is often considered
a special case of didactics. Therefore, any subject
teacher must be well versed in didactics, the theory of
learning, which is the main part of pedagogy. Because,
in order to introduce innovations in any subject into
the educational process, they must first be
redeveloped from a didactic point of view, and then
they become educational material. Another important
task of didactics of teaching physics is to arm students
with the didactic and methodological foundations of
the educational material being taught. For this,
students must be well versed in the philosophical
foundations of physics and be able to interpret them.
Didactic opportunities for developing students'
cognitive activity in physics lessons using media
technologies are understood as methodological,
pedagogical and technical opportunities available for
the effective organization of the educational process
and the development of students' knowledge, skills
and competencies.
METHODS
Many scientists of our country have conducted
research on the application of modern media
technologies in the educational process.
J.A. Khamidov conducted scientific research on the
technology of creating and using modern didactic tools
in the training of future vocational teachers, and
revealed a conceptual approach to teaching general
vocational subjects based on modern didactic tools,
the scientific and pedagogical foundations of creating
modern didactic tools and using them [2].
According
to
X.A.
Toraqulov,
“Information
technologies are a set of systems and applications that
are regulated and organized by the use of computers
and telecommunications to collect, process, store,
represent, systematize, transfer information and make
it user-friendly in order to find solutions to specific
system problems” [7].
O.X. Toraqulov also conducted systematic research in
this area. In his research, “the organizational and
structural form and model of the information-based
educational environment, text materials, digital
educational
programs,
mathematical
models,
multimedia teaching materials for the studied
educational direction, a package of applied programs,
teaching and methodological materials of the studied
subject, the option of choosing the most convenient
option for teaching, innovative components, software
platforms for teaching practical and laboratory
exercises were analyzed and studied” [6].
In addition, our Uzbek scientists paid special attention
and definition to information technologies, which are
the basis of modern media technologies.
I.Kh. Nasriddinov and A.R. Khodjaboyev emphasize that
the concept of information technologies includes, along
with computer technologies, technical innovations and
artificial intelligences that are currently developing. [4;
8].
According to A.A. Abdukodirov, the use of computers in
the classroom creates new and unique conveniences for
teachers and students associated with interactive
textbooks. It is necessary to achieve that students
accept them with interest, knowing modern
programming languages for interactive textbooks
created by the teacher. The operational integration of a
computer with other teaching aids, such as a projector,
electronic whiteboards, increases the volume of
information provided using visual aids, thereby creating
an opportunity for the teacher to use class time more
effectively [1].
RESULTS
In order to improve the didactic possibilities of
developing students' cognitive activity using media
technologies in teaching physics and to develop
appropriate teaching technologies for them, and
ultimately to further increase the effectiveness of the
educational process, it is necessary to do the following:
- identify the psychological and didactic foundations of
the formation of physics concepts at different stages of
teaching
and
develop
methodological
recommendations related to them, taking into account
the activities of professors and students in this process;
- develop the experimental foundations of physics
teaching: fundamental demonstration experiments,
frontal laboratory work, experiments and observations,
practicums, conducting research classes for those
interested in physics, and widely use modern media
technologies in teaching;
-use effective methods of assessing and systematizing
students' knowledge and generalizing knowledge, skills
and abilities;
-it is necessary to solve such urgent methodological
problems as the formation of students' skills and
abilities for independent learning.
Cognitive activity is understood as the level of readiness
of a student to acquire knowledge, understand a
problem situation, think logically and approach it
creatively. This activity includes the following skills: the
ability to concentrate attention on one point; the
development of thinking and observation; the use of
mental operations such as analysis, synthesis,
comparison,
generalization;
substantiation
and
European International Journal of Pedagogics
80
https://eipublication.com/index.php/eijp
European International Journal of Pedagogics
expression of one's own opinion; independent
assimilation of new knowledge.
The internal factors that positively affect the
development of students' cognitive activity using
media technologies in teaching physics are:
- desire for knowledge (cognitive motivation) - When a
student feels an interest in a deeper understanding of
a physical phenomenon, he independently asks
questions, looks for problems and tries to solve them.
This leads to an active, rather than passive, perception
of the material presented by the teacher through the
media.
- broad thinking and critical thinking. High intellectual
potential forms in the student the ability to think
critically and find solutions to problem situations. An
example of this is comparing the theory in physics with
real-life phenomena, asking questions and drawing
consistent conclusions.
- the ability to use media tools purposefully.
Intellectually strong students are more responsible in
using digital resources. They can select, analyze,
compare and draw conclusions from information.
Media tools do not provide knowledge by themselves.
They are only truly effective when they are met with a
mind that is ready to learn. For example: The student
draws on previously acquired knowledge to deeply
analyze the content of a virtual experience;
Independently re-searches a physical phenomenon
that seems interesting to him; Finds answers to
questions with a creative approach, not a simple one;
Self-evaluates and seeks improvement.
-internal intellectual potential. If the student's own
internal intellectual potential is not high in teaching
physics, media technologies may not give sufficient
results. After all, the main driving force in the
formation of cognitive activity is the student's desire to
know, his internal need to learn and his readiness for
creative thinking. Students with good intellectual
potential try to solve problems in their own unique
ways, not in standard ways. The open and interactive
nature of media technologies makes it possible to
reveal the creative thinking of such students.
DISCUSSION
Media technologies allow you to use several methods
of presenting information at the same time, such as
text, graphics, animation, video and sound. When
determining the didactic possibilities of developing
students' cognitive activity in physics lessons using
media technologies, it is necessary to first take into
account the following didactic, psychological,
economic, physiological requirements for media
technologies:
Didactic requirements. Based on the specifics of physics,
media technologies must meet the following didactic
requirements: scientificity, understandable, consistent
and systematic presentation (ensuring the possibility of
constructing the content of educational activities, taking
into account the basic principles of pedagogy,
psychology,
informatics,
ergonomics,
and
the
fundamental foundations of modern science),
continuity and integrity (they are a logical consequence
and complement of previously learned knowledge),
consistency, problematicity, demonstration, activation
(the presence of independence and active nature of
teaching), solidity of mastering learning outcomes,
interactivity of communication, unity of teaching,
upbringing, development and practice.
Psychological requirements include: perception (verbal-
logical, sensory-perceptive), thinking (conceptual-
theoretical,
demonstrative-practical),
attention
(perseverance, transference), motivation (active forms
of work, high level of demonstrativeness, constant
stimulation of high levels of motivation of students
through timely feedback), memory, imagination, taking
into account age and individual psychological
characteristics (taking into account the acquired
knowledge, skills and qualifications, ensuring that the
content of the subject and the level of complexity of the
educational questions correspond to the age
capabilities and individual characteristics of students,
and protection from excessive emotional, nervous, and
mental loads when mastering the educational material).
Technical requirements: accessibility on modern
universal personal computers, laptops, tablets,
smartphones, telecommunications, management tools
(individual and collective work of the educational
process, external feedback).
Aesthetic requirements: orderliness and expressiveness
(elements, location, size, color), functional function of
decoration
and
compliance
with
ergonomic
requirements.
Special requirements: interactivity, goal-orientedness,
independence
and
flexibility,
audioization,
presentation, access control, intellectual development,
differentiation (stratification), creativity, openness,
feedback, functionality, reliability.
Methodological requirements: taking into account the
specific features of physics, taking into account the
specificity of a particular discipline, interdependence,
interrelation, diversity, implementation of modern
methods of information. Methodological requirements
provide for the consideration of the specific features of
physics, its laws, research methods, and the possibility
of introducing modern methods of information
processing, which are intended for teaching on the basis
European International Journal of Pedagogics
81
https://eipublication.com/index.php/eijp
European International Journal of Pedagogics
of media technologies.
Media technologies created in physics must meet the
following methodological requirements:
-media technologies - the construction of educational
material based on the interdependence of conceptual,
figurative and dynamic components;
-media technologies provide educational material in
the form of a high-order structure. Taking into account
the logical interdependence of disciplines;
-creating opportunities for the student to gradually
master the educational material in media technologies
based on various types of controls.
Media technologies intended for use in the process of
physics lessons based on media technologies must
have the following characteristics:
-correspondence of the main topics to the elements of
the structure of the physics subject with hypertext,
demonstration, audio and video explanations;
-in addition to text and demonstration, teachers
should provide video or audio explanations of
educational materials for the main sections of the
textbook;
-have a system for quickly explaining pictures, models
and schemes, using hypergraphics;
-use of a multi-window interface;
- the presence of a hypertext system designed to refer
to the necessary sources in parts of the text;
- provide additional video information and animated
clips for chapters of a subject that are difficult to
explain with text;
- audio information should be accompanied by music;
- provide tasks and exercises that students must
complete in class and outside the classroom, as well as
their answers;
- differ from traditional textbooks in the presence of an
explanatory dictionary of key concepts and modules. It
is advisable to ask questions to reinforce the
educational material after each section of the
electronic textbook.
CONCLUSION
Effective use of media technologies in physics lessons
increases students' interest in knowledge, enhances
their cognitive activity, and contributes to the
acquisition of solid knowledge. This process requires
high methodological training for the teacher, but as a
result, students' skills in working with science
significantly develop.
REFERENCES
Abduqodirov A.A. “Axborot texnologiyalari”. T.
“O‘qituvchi” 2002.
Hamidov J.A. Kasb ta’limi o‘qituvchilarini tayyorlashda
o‘qit
ishning zamonaviy didaktik vositalarini yaratish
texnologiyasi. Monografiya.
–T.: “Sano
-
standart”. 2017.
-
B. 160.
Jurin A.A. Media ta’limning umumta'lim maktabining
kimyo kursi bilan integratsiyasi // Media ta’limi. 2005.
№ 2. 29
-51-betlar.
Nаsriddinоv I.Х. Nоvаyа infоrmаtsiоnnаyа teхnоlоgiyа//
О‘rtа mахsus, kаsb
-
hunаr tа’limi tizimining rаhbаr,
pedаgоg vа muхаndis
-
pedаgоg kаdrlаrini mаlаkаsini
оshirishning ilmiy
-
pedаgоgik muаmmоlаri: Respublikа
ilmiy-
аmаliy
kоnferensiyаsi
mаteriаllаri.
–
T.:
ОО‘MKHTTKMО vаО‘QTI, 2003. –
B. 142-144.
Tо‘rаqulоv О.Х. Ахbоrоtlаshtirilgаn tа’lim muhitidа
kichik mutахаssislаr tаyyоrlаshninig ilmiy
-
metоdik
tа’minоti. Mоnоgrаfiyа. –
T.: О‘MKHTTKMО vаО‘QTI
2010.
–
156 b.
To‘raqulov X.A., O‘razboyev S.E. Bo‘lajak o‘qituv
chilarni
intelektual faoliyatga tayyorlashning ilmiy-metodik
ta’minoti va ta’lim mazmuniga qo‘yilgan zamonaviy
talablar, inovatsion yondashuvlar ilm-fan taraqqiyoti
kaliti sifatida: yechimlar va istiqbollar: Respublika
miqyosidagi ilmiy-texnik anjumani mat
eriallar to‘plami.
–
Jizzax, 2020.
–
328-333 b.
Ходжабаев А.Р. Ишанов П.З. Критерии оценки
содержанияучебных
программ
//
Касб
-
ҳунар
таълими, 2001.
-
№ 7
-8.
–
36б.
Yo‘lchieva
Z.N.
O‘quv
jarayonida
multimedia
texnologiyalaridan foydalanish // Fan va ta’lim bugun,
2018. No3 (26). 53-54-betlar.
