Poveda T. Formation of cognitive independency of pupils in learning physics

In the dissertation it was theoretically substantiated topicality and basic principles of forming cognitive independency in the process of teaching physics, which is the basis for self-development, self-realization and readiness for self-education. It is defined the essence and place in the conceptual terminology of modern pedagogical category "cognitive independence" of students. It is found that the structure of cognitive independency in learning physics by students includes motivational, moral volitional, content active and control reflective components that in unity provide student's ability to self-motivated knowledge seeking, learning ways of studying and applying knowledge of physics. There has been defined direct functional dependency between cognitive independency and effectiveness in teaching physics to senior pupils. There are developed criteria and performance evaluation of cognitive independency of senior pupils in learning physics such as: cognitive interest, aim defining, cognitive activity and initiative, self-organization, independent thinking, the ability of the student to self-control, self-assessment and activity reflection. There was constructed, theoretically substantiated and experimentally tested model that defines psycho-pedagogical and organizational methodology of the cognitive independency of pupils in physics learning process. There are developed the didactic tools for self-organization of independent work of senior pupils at physics lessons. During the teaching experiment it was proved that the organizing of teaching and learning activities in physics by the constructed model and the methodical approach helps the cognitive independency of senior pupils and increases the level of knowledge comprehension by students. The main results of this research are introduced at the lessons of physics in secondary schools.