METHODS OF SCIENTIFIC KNOWLEDGE IN TEACHING PHYSICS: ANALOGIES AND MODELS

The article considers, along with the use of control, experimental, and mathematical methods, the need for systematic application of analogies and models as a method of scientific cognition and a type of creative activity in the process of teaching physics and other natural disciplines.
The importance of using the method of analogies and models for understanding physical laws and phenomena and their theoretical representations is revealed. The method of analogy and models can be effectively applied if such modern technical teaching tools as a computer and multimedia physics training programs are used. The method of analog modeling, as an object and means of cognition, contributes to the teaching of physics to improve the quality of knowledge and reduce the psychological burden on students.In this paper, the authors propose developed computer models for teaching physics.
The effectiveness of the analogy and modeling method based on the development of creative abilities and formulating business skills of students has been experimentally tested and the results are presented.
The application of analogy and modeling in the school physics course, as a method of educational cognition, is one of the main tasks of physical education at school. This method makes it possible to form correct ideas about the modern scientific picture of the world, scientific worldview, creative thinking of students, conducting scientific research of physical phenomena, processes, objects. The purpose of the article is to consider, study the methods of scientific knowledge in teaching the course of physics at school: the use of analogies and modeling.

1. Zhusupkalieva G., Kuanbayeva B., Saltanova G., Tumysheva A. & Rakhmetov M. Fizikalyk esepterdi shygaru uderisinde STEM technologiyasyn koldanu [The use of STEM technology in the process of solving physical problems]. Kazakhstan Republikasy Ulttyk gylym akademiyasyn Khabarshysy, №. 4, 2023, P.119-130. [in Kazakh]

2. Li Y., Hibbard R., Sercombe P., Kelk A. & Xu C. Inspiring and engaging high school students with science and technology education in regional Australia. STEM Educ., 1, 2, 2021, 114 р. [in English]

3. Imashev G., Kuanbayeva B.U., Tumysheva A.A. & Salykbayeva Zh. Usileniye politekhnicheskoy napravlennosti izucheniya kursa fiziki v sootvetstvii s urovnem razvitiya sovremennoy tekhniki [Strengthening the polytechnic orientation of the physics course in accordance with the level of development of modern techniques]. Mir nauki, kultury, i obrazovaniya, №. 4 (89), 2021, P. 35-38. [in Russian]

4. Bocharova J. Yu., Bagachuk A.V., & Safonova M.V. The role of educational results in designing a model of pedagogical internship in engineering and technology. Perspektivy nauki i obrazovania – Perspectives of Science and Education, 45 (3), 2020, P. 508-516. [in English]

5. Zubova N. V., & Dammer M. D. Realizatsiya idey STEM-obrazovaniya na zanyatiyakh po fizike v tekhnologicheskom vuze [Implementation of the ideas of STEM education in physics classes at a technological university]. BBK 74.58: 74.202 From 56, 4, 2021, 143 р. [in Russian]

6. Kazakhstan Respublikasynda joǵary bіlіmdі jәne ǵylymdy damytudyń 2023 – 2029 jyldarǵa arnalǵan tuжыrymdamasy [Concept for the development of higher education and science in the Republic of Kazakhstan for 2023 – 2029] (2023, 28 nauriz). № 248 qaulisy. — Available at URL: https://adilet.zan.kz/kaz/docs/P2300000248. [in Kazakh] (accessed: 10.01.2023).

7. Obukhov A. S., & Lovyagin S. A. Zadaniya dlya praktiki STEM-obrazovaniya: ot summy chastnykh zadach i uchebnykh distsiplin k tselostnomu deyatel'nostnomu mezhdistsiplinarnomu podkhodu [Tasks for the practice of STEM education: from the sum of particular tasks and academic disciplines to a holistic activity-based interdisciplinary approach]. Issledovatel', №. 2 (30), 2020, Р. 63-80. [in Russian]

8. Chikhachev O.A. STEM tekhnologii v sovremennom obrazovanii [STEM technologies in modern education]. Sovremennoye obrazovaniye: nauka i praktika, №. 1, 2020, Р. 26-31. [in Russian]

9. Kazakhstan Respublikasy Oqu-agartu ministrіnің Buirygy. Mektepke deyingі тärbiye men oқutudyn, bastauysh, negіzgі orta, zhalpy orta, tehnikaliq zhane кäsіptік, orta bіlіmnen keyіngі bіlіm berudіn memlekettік zhalpyga mіndettі standarttaryn bekіtu turaly [Order of the Minister of Education and Science of the Republic of Kazakhstan. On the approval of state generally binding standards for preschool education and training, primary, basic secondary, general secondary, technical and vocational, post-secondary education] (2022, tamiz 3). № 348 bekіtіlgen. — Available at URL: https://adilet.zan.kz/kaz/docs/V2200029031. [in Kazakh] (accessed: 10.01.2023).

10. Kudinov V. V. Model' podgotovki budushchego uchitelya fiziki na osnove mezhdistsiplinarnykh i prikladnykh podkhodov STEM obrazovaniya [A model for training a future physics teacher based on interdisciplinary and applied approaches to STEM education]. Integratsiya metodicheskoy (nauchnometodicheskoy) raboty i sistemy povysheniya kvalifikatsii kadrov 2023, №. 2 (30), 2023, Р. 129-138. [in Russian]