INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 05,2025
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FEATURES OF TEACHING PHYSICS AT SCHOOL
Alizhanov Dilmurod Azamjon ugli
PhD, Associate Professor, Department of Intellectual Objects and Information Technologies,
Namangan State Pedagogical Institute
e-mail:
Abstract:
The article discusses key aspects of improving teaching methods: activating students'
cognitive activity, the role of a physical experiment, developing independence and motivation,
rethinking the approach to solving problems as a tool for learning, deepening intra-subject
connections and transforming the role of a teacher into an organizer of the educational process.
The need to adapt physics teaching to modern challenges and goals of state educational policy
is substantiated. The paper also presents research methods, including the analysis of regulatory
documents, scientific and pedagogical literature and advanced pedagogical experience.
Key words:
physics, physics teaching methods, education in Uzbekistan, education reforms,
STEM, cognitive activity, motivation, physics experiment, problem solving, independent work,
intra-subject connections, New Uzbekistan, Third Renaissance.
Introduction.
In the context of dynamic transformations that have engulfed Uzbekistan at the
present stage of its development, the education system is one of the key priorities of state policy.
Strategic goals aimed at building a "New Uzbekistan" and laying the foundations of the "Third
Renaissance" are inextricably linked with the formation of a highly intellectual, globally
competitive generation. In this process, a special role is given to natural sciences, among which
physics occupies a fundamental position, being the basis for technological progress and
innovative development of the country.
The modern pedagogical space of Uzbekistan is characterized by an active search for and
implementation of effective models of training, modernization of the content of education,
updating of educational and methodological complexes and advanced training of teaching staff.
State support is aimed at popularizing science, developing STEM education (Science,
Technology, Engineering, Mathematics ) and creating conditions for revealing the creative and
scientific potential of students. In these conditions, teaching physics at school is particularly
relevant and requires a rethinking of traditional approaches.
It is necessary to take into account that the effectiveness of physics education directly affects
the training of future engineers, researchers, IT specialists - personnel who will determine the
economic power and technological sovereignty of the country. Therefore, the analysis of the
features of teaching physics at school, meeting the challenges of the time and the political and
pedagogical guidelines of the Republic of Uzbekistan, becomes an important scientific and
practical task. This article is intended to highlight the key aspects of this process, identify
existing trends and suggest ways to improve the methodology of teaching physics to achieve the
educational and strategic goals set by the state.
Physics is considered as the foundation of natural science education, philosophy of natural
science and scientific and technological progress. Physics as a science has as its subject area the
general laws of nature in all the diversity of phenomena of the world around us. The integration
tendencies characteristic of modern science have led to a significant expansion of the object of
study in comparison with the physics of the 19th century, including space phenomena
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 05,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 1755
(astrophysics), some phenomena of the living world and properties of living objects (biophysics,
molecular biology), information systems (semiconductor, laser and cryogenic technology as the
basis of computers). Physics has become not only the theoretical basis of modern technology,
but also its integral part, they are organically intertwined with each other. Power engineering (in
particular, nuclear and thermonuclear), communications (lasers, fiber optics) - this is the
creation of materials with predetermined properties, etc. - convincing examples of the
interpenetration of physics and technology. This determines the educational significance of the
subject "Physics" and its content and methodological lines - motion and forces, matter, field,
energy, methods of scientific knowledge.
In the aspect perspective, physics considers the spatio-temporal forms of existence of matter in
two forms - matter and field, fundamental laws of nature and modern physical theories,
problems of the methodology of natural science knowledge. In the object perspective, physics
studies various levels of organization of matter: microscopic - elementary particles, atom and
atomic nucleus, molecules; macroscopic - gas, liquid, solid, plasma, space objects as a mega-
level . In the object perspective, four types of interactions are also studied (gravitational,
electromagnetic, strong, weak). Properties of the electromagnetic field (including optical
phenomena), as well as a wide range of technical applications of physics (mechanization,
automation, power engineering, semiconductor and laser technology, processing and
transmission of information, etc.) and related environmental problems.
In the bad days, physics throughout the world became a part of not only natural science
education, but also of the humanities, and became a paradigm of modern scientific thinking.
At school, physics should be considered as one of the subjects that performs not only a
cognitive function, but also a developmental and educational one. This subject is necessary for
everyone - natural scientists and humanists, since it contains a powerful humanitarian potential
that is directly related to the development of thinking, the formation of a worldview, the
disclosure of a holistic picture of the world through the basic laws and principles of nature. The
education of an aesthetic sense, the development of spirituality.
Research methods
For a comprehensive study of the features of teaching physics at school in the current
pedagogical and political situation in Uzbekistan, this article used a set of complementary
research methods. The methodological basis was a systems approach that allows us to consider
the process of teaching physics as an integral system influenced by external (socio-political,
economic) and internal (pedagogical, methodological) factors.
The leading
theoretical methods
used were:
1.
Analysis of regulatory documents:
Study of Decrees of the President of the Republic
of Uzbekistan, Resolutions of the Cabinet of Ministers, concepts of public education
development, state educational standards and curricula in physics. This method allowed to
identify key state guidelines and priorities in the field of physics education aimed at
modernizing the system and improving its quality in accordance with the “New Uzbekistan”
strategy.
2.
Study and generalization of scientific, pedagogical and methodological literature:
Analysis of domestic and foreign studies devoted to the problems of teaching physics,
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 05,2025
Journal:
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page 1756
innovative teaching technologies, as well as publications reflecting the experience of
educational reform in Uzbekistan and other countries.
3.
Comparative and contrastive analysis:
Comparison of traditional and modern
approaches to teaching physics, as well as an analysis of the compliance of existing methods
with the goals and objectives set by the state educational policy, including an emphasis on the
development of STEM competencies and training of personnel for the innovative economy.
4.
Analysis of teaching and methodological complexes:
Study of the content and
structure of current textbooks, teaching aids and digital educational resources in physics for
their compliance with modern requirements and tasks facing school education in the republic.
The
empirical
research methods included:
1.
Pedagogical observation (indirect):
Analysis of available data and reports on the state
of physics teaching, results of education quality monitoring, as well as studying publications
and speeches of practicing teachers reflecting the real situation in schools.
2.
Analysis of advanced teaching experience:
Study and generalization of the experience
of innovative teachers and leading educational institutions of Uzbekistan, successfully
implementing modern methods of teaching physics and achieving high results in the context of
ongoing reforms.
3.
Content analysis:
Study of materials from pedagogical forums, online communities of
physics teachers to identify current problems, requests and opinions of the teaching community
regarding changes in the teaching system.
The comprehensive application of these methods made it possible to obtain objective data on
the characteristics of teaching physics in schools in Uzbekistan at the present stage, to identify
existing challenges and to determine promising areas for improving this process in line with
state educational policy.
Solving physics problems should be carried out in optimal combination with other teaching
methods. At the first stage of physics training, one can focus on the content and level of
complexity of problems given in a stable textbook; preference is given to problems in one or
two steps and qualitative problems. At the second stage, problems in the solution of which
several patterns are used acquire greater importance; the solution of problems is carried out, as
a rule, at first in a general form.
When preparing students for laboratory work, an understanding of the methods for calculating
measurement errors is given. In the future, when students perform laboratory work, it is
necessary to develop the ability to calculate measurement errors of physical quantities. When
selecting work for a physics workshop in each class, it is necessary to ensure that the main
issues of different topics of the program are covered. Homework is usually used to consolidate
the material already studied, to practice the relevant skills and abilities. To prevent homework
from overloading students, it must be strictly dosed, accompanied by clear explanations and
instructions (what to remember, what questions to answer, how to fill out a table, etc.).
Sometimes it is useful to differentiate the volume and complexity of homework, taking into
account the individual characteristics of students. The time for completing homework is
determined by the average standards established by the Ministry of Education of Russia for all
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 05,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 1757
academic subjects. The ancient saying is well known: "You can lead a horse to water, but you
can't make it drink." This truth is very applicable to the learning process. No ardent fantasy
regarding the form of conducting a lesson can compensate for the main thing - the student's
aspiration to master knowledge. And it needs to be awakened!
An integral quality of any lesson should be the end goal of the lesson and the way to achieve it,
clear to all students in the class. Moreover, each student should know in advance how many
lessons the topic being studied is designed for and what the teacher's requirements for the end
result will be. At the same time, each previous lesson should be a means of ensuring the next
one.
The effectiveness of the educational process depends not only on the focus and determination of
schoolchildren, but also on their cognitive independence. For this, it should always be clear in
class what they should do to learn. In other words, schoolchildren should always know what
they are studying and master the methods of cognition, i.e., first of all, have a clear idea of the
process itself. And it is as follows: we observe natural phenomena. Based on their comparison
with each other and with the facts known to us, we have problems. To solve them, we build
various hypotheses; we test these hypotheses experimentally - either directly or indirectly -
through the consequences that follow from them; then we find ways to use the phenomena
studied. The central point in the process of scientific cognition is the development of a
hypothesis. It is excitingly interesting! That is why schoolchildren love problem-based learning.
Further improvement of the entire teaching methodology will depend on how much we manage
to expand the opportunities for students' cognitive creativity.
One of the tasks that we set for ourselves in a physics lesson is to deepen intra-subject
connections. This requires some explanation.
In a school physics course, such sections as mechanics, molecular physics, electrodynamics,
quantum physics are traditionally studied, the information from which is adapted to the
cognitive capabilities of students. At the same time, each of the sections uses mainly "its"
conceptual apparatus, and a qualitative examination of many physical phenomena limits the
possibilities of their repetition. So it turns out that the deep internal connection between objects
and processes of the material world that exists in nature is not obvious to students, eludes their
attention.
The above postulate must be supplemented by the following statement: the interest of students
at each stage of learning is connected with knowledge. Let us define knowledge in the context
of this analysis as the discovery of something essentially new and previously unknown, which
is significant for students in connection with their previous knowledge and ideas, everyday
experience, and practice accessible and known to them. This does not mean knowledge in
general, but personal, individual knowledge, i.e. the discovery of an idea, law, or method.
Moreover, special emphasis in the learning task should be placed on identifying a new
substantive fact that is intellectually and practically interesting in itself or colored in an
attractive color by special methodological means, presented in an entertaining form, etc.
Let us formulate the requirements for setting and solving an educational physics problem that,
according to this hypothesis, ensure the cognitive interest of students. The problem, from this
point of view, should be novel (situational and meaningful), connected with practice (in
particular, with the life horizons of students), practical value, a research element, information
richness, methodologically correct setting and solution should be used in the work on the
problem, the analysis of the obtained result should be algebraic (functional), physical, figurative.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
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page 1758
The main character in the lesson is the student! Moreover, the student independently “creates”
new knowledge and applies it to solve problems. The teacher is the organizer of his activity.
Developing such lessons is not easy: it is necessary to know the logic of obtaining new
knowledge specified in the educational goal of the lesson, adapt it to the lyceum conditions. All
this takes a lot of time. One way to get around this difficulty is to plan independent cognitive
activity of lyceum students not for a separate lesson, but for the entire topic.
The first step in this planning is to formulate the goals of the students' cognitive activity. To do
this, it is advisable to remember that the formulation of the goal of any activity must meet the
following requirement: it must indicate the type of activity, its final product and its properties.
Summarizing the above, we can suggest guidelines for building the goals of students’ cognitive
activity in a certain logical sequence:
* by analyzing the textbook text, we establish what the subjects of study are in a given topic: a
physical phenomenon, an object, the essence of a phenomenon (object) or a group of
phenomena (objects);
* we draw up schemes of activity at the empirical and theoretical levels of knowledge
applicable to them;
* we decide: at what level it is appropriate to organize the cognitive activity of lyceum students;
in doing so we take into account:
a) the classes available to students in a given class;
b) the duration of knowledge acquisition at each level;
c) the degree of complexity of the activity at both levels (we find out which path is easier);
d) availability of equipment in the physical office;
d) we come up with an initial situation, express the cognitive need that arises in this situation in
the form of a question, and formulate the goal of cognitive activity that corresponds to this need.
The conducted analysis of the features of teaching physics in schools, based on the current
educational policy in Uzbekistan, allows us to draw the following key conclusions:
In the context of the state initiatives “New Uzbekistan” and “Third Renaissance”, high-quality
teaching of physics is of paramount importance. It is considered as a fundamental basis for
training highly qualified personnel capable of ensuring technological progress, innovative
development and economic sovereignty of the country, especially within the framework of the
development of the STEM direction.
Physics in the school curriculum should go beyond the simple assimilation of facts and
formulas. It is necessary to reveal it as the basis of natural scientific knowledge, the philosophy
of natural science and an integral part of scientific and technological progress. Its integrative
nature, connection with various fields of science and technology, as well as its humanitarian
potential in the formation of a worldview, scientific thinking and a holistic picture of the world
are emphasized.
Effective teaching of physics requires a combination of various forms and methods. A special
role is given to physical experiments, independent work of students (including work with
educational and additional literature, solving problems), as well as developing the ability to
apply theoretical knowledge to explain phenomena and analyze results. Conducting
generalizing seminars in senior classes helps to systematize knowledge.
It is emphasized that no methodological tricks can replace the student's internal aspiration for
knowledge. The most important task of the teacher is to awaken this aspiration through setting
clear goals, demonstrating the logic of scientific knowledge (observation - problem - hypothesis
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 05,2025
Journal:
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page 1759
- experiment - application) and creating conditions for students' cognitive creativity, in
particular, through problem-based learning.
In order to develop a holistic understanding of the physical picture of the world in students, it is
necessary to systematically establish and emphasize the connections between the various
sections of the physics course. This can be achieved through comparing new material with
previously studied material, using logical-structural schemes, solving combined problems, and
consistently implementing cross-cutting physical ideas (conservation laws, principles).
The traditional approach to solving educational problems often does not arouse cognitive
interest in schoolchildren. It is proposed to shift the emphasis from training to "cognition" - the
discovery of something new, significant in the context of existing knowledge and experience.
Problems should be novel, connected with practice, have a research element and facilitate a
deep analysis of the results.
A modern physics lesson should be built around the independent cognitive activity of the
student, where he acts as the "creator" of new knowledge, and the teacher is the organizer and
facilitator of this process. This requires the teacher to carefully plan the cognitive activity of
students at the level of the entire topic, and not just a separate lesson, with a clear formulation
of the goals of this activity.
Thus, improving the teaching of physics in schools in Uzbekistan requires a comprehensive
approach aimed at developing students’ cognitive activity and independence, forming their
scientific worldview and practical skills, which corresponds to modern educational trends and
strategic development goals of the country.
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ISSN: 2692-5206, Impact Factor: 12,23
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Journal:
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