The thesis is dedicated to the problem of implementing the principle of continuity in teaching of environmental science and physics in institutions of secondary education of the II degree. The thesis analyzes the scientific, psychological, pedagogical and methodological work, on the basis of which the essence of the concept of the principle of continuity in teaching is revealed, the main problems and contradictions arising on the way of implementing the principle of continuity of teaching environmental science and physics in secondary education institutions of the II degree are revealed, conclusions are formulated regarding the need to implement the principle of continuity in teaching environmental science and physics to ensure the integrity and continuity of education.
In the process of the thesis research, the main drawbacks in the subject competence of students studying physics in the course of environmental science were highlighted, which lead to the violation of the principle of continuity in teaching physics in institutions of secondary education of the second degree. They include subject and general educational ones.
For the first time, the thesis proposes the methodological foundations for the implementation of the principle of continuity in teaching environmental science and physics in institutions of secondary education of the second degree within the framework of extracurricular activities. It has been proven that this form of organization of the educational process makes it possible to correct it in time in order to ensure effective adaptation of a student to the study of physics, to create favorable conditions for the transition from one educational link to another.
For the first time, the criteria for the selection of the content and methods of teaching in the process of students’ mastering of the physical component of the scientific educational branch of education are proposed on the basis of propaedeutic knowledge obtained at the previous educational stages.
For the first time, an interpretation of the concept of "the principle of continuity in the teaching of science and physics" based on the integration of horizontal and vertical forms of continuity. By this principle we mean the general didactic principle of acquiring knowledge of skills and abilities, which in relation to the teaching of physics requires constant provision of consistent and continuous semantic connection between individual stages and levels of learning, and within each component of the educational process to ensure expansion, deepening and improvement of acquired in the previous course of natural sciences, knowledge, skills and abilities, as well as their logical development by further mastering the content, forms and methods of educational and cognitive activities. The components of the implementation of the principle of continuity in the teaching of natural sciences and physics in secondary schools of the second degree are determined. It has been proved that the 5th grade science course is a necessary link in the integral system of the Natural Sciences educational field, which is sufficiently able to prepare students for the beginning of studying a systematic physics course in 7th-9th grades. For the first time the model of realization of continuity in formation of knowledge on physics at studying of natural sciences and physics in establishments of secondary education of the II degree is offered.
An optional course "Physical ABC" has been developed, aimed at the propaedeutic preparation of students for the study of physics in the 7th grade and the promotion of physical knowledge among students of the 5th grade, designed in line with the didactic requirements of "horizontal" and "vertical" continuity in the study of physical concepts and phenomena.
A CD with variety of media materials has been developed, the use of which provides an innovation-related educational process and allows to improve approaches to the assimilation of elements of physical knowledge in the process of studying the subject " Environmental Science " by students through a system of theoretical and practical knowledge, providing for the involvement of students in exploratory, experimental and creative activities.
It is proved that the introduction of the developed methodological approaches to the implementation of the principle of continuity in teaching environmental science and physics in secondary education institutions of the II degree, in the conditions of a continuous education system, contributes to an increase in the level of subject competence of students in physics at each stage of the scientific educational branch of education.
