Savoch V. The development of physics teachers' readiness for organization of senior pupils' independent cognitive activity by means of modeling

The thesis reflects the results of scientific research on the problem of the physics teachers' readiness to organize senior pupils' independent cognitive activity by means of modeling. The essence of senior pupils' independent cognitive activity as a process of mastering knowledge about objects of cognition and ways of actions with them on the basis of self-management by own actions is revealed. The modeling is considered as the process of constructing and cognizing a model arising as a result of replacing the study of a natural object by studying its model. The types of simulations that are used as means of organization of senior pupils' independent cognitive activity are described. This is physical, mathematical and computer simulation, task situation simulation, problem solving process simulation, pedagogical modeling, modeling recall, laboratory work modeling, modeling-prognostication, and experiment modeling. The components, criteria, indicators, and levels of the development of physics teachers' readiness to organize senior pupils' independent cognitive activity by means of modeling are determined; the experimental model is substantiated; accompanying methodical materials are developed; pedagogical experiment has been conducted. Implementation of the experimental model of the development of physics teachers' readiness to organize senior pupils' independent cognitive activity by means of modeling involved preparatory, reproductive-creative and constructive-creative stages. The preparatory stage is carried out on the basis of the institution of postgraduate education with the aim of physics teachers' theoretical and practical training in relation to the problem under study. At the reproductive-creative stage in the conditions of high school, physics teachers acquired their own experience in organizing the investigated process, and on the basis of the institution of postgraduate pedagogical education, they perfected theoretical and practical training by participating in scientific workshops, seminars-workshops and webinars-consultations. At the constructive-creative stage, physics teachers independently: organized the investigated process using one or several modeling tools; used simulations to update pupils' knowledge, predict the results of future activities; worked out the condition of the problem (task) and the solution of the problem (task); implemented the process of model building and its study using modeling actions. At the end of this phase, physics teachers tested the experience gained in professional activity in the form of a poster report, speech or workshop at the regional scientific and practical conferences. The research has experimentally tested the model of the development of physics teachers' readiness to organize senior pupils' independent cognitive activity by means of modeling in compliance with the pedagogical conditions. The first one is the development of the course "Theory and practice of the development of physics teachers' readiness for organization of senior pupils' independent cognitive activity by means of modeling" as the basis of a physics teacher's program of individual educational development trajectory. The second condition is the physics teachers' motivation to master the knowledge and skills in organization of senior pupils' independent cognitive activity by means of modeling. The last condition is the physics teachers' purposeful training in the performance of action-components of organizing independent cognitive activity by means of modeling. According to the results of the pedagogical experiment, positive dynamics have been recorded in the development of physics teachers' readiness to organize senior pupils' independent cognitive activity by means of modeling.