The thesis comprehensively investigates the scientific problem of historical and methodological analysis, generalization and interpretation of the achievements of Ukrainian methodological thought on Physics on the basis of cultural, synergetic, paradigmatic, logical, epistemological and narrative hermeneutic approaches. For the first time, the authenticity of Ukrainian methodological thought on Physics is specified as a social institution in the priorities of national education and pedagogy; the continuity of progressive scientific ideas and mechanisms for their implementation at different stages of historical development of Physics teaching methods is researched. Based on the analysis of socio-cultural, socio-political and historical-pedagogical determinants, the author of the dissertation is the first who proposes a model of emerging and developing the theory and Physics teaching methods in Ukraine, which represents a retrospective of the emergence and reconstruction of domestic Physics teaching methods as a socio-cultural phenomenon.
The framework of the system of original sources on the history of Physics teaching methods in Ukraine is first proposed and the periodization of authentic Ukrainian textbook on Physics taking into account the development of methodical thought and the evolution of the role and functions of a textbook on physics is first given. It is for the first time that the periodization of emerging and developing the theory and Physics teaching methods in Ukraine is developed as a pedagogical science in accordance with socio-cultural and pedagogical factors of development of authentic methodological thought on Physics.
Clarification of some historical and pedagogical facts makes it possible to provide a comprehensive presentation of the genesis of Physics teaching methods in Ukraine as a science and discipline in the chronology and geography of its institutionalization in the context of publishing activity (drafting textbooks, curricula, lectures and manuals on Physics), introduction of Physics methodology as a discipline, establishment of the first departments of Physics teaching methodology and laboratories of school experiment on Physics etc. The importance and originality of the contribution to the development of Physics teaching methods in Ukraine to creative pedagogical activity of scientists, methodologists and teachers is substantiated. It comprises development of experimental science and primary formation of elements of methodological systems of teaching Physics (creation of the first Ukrainian handwritten and printed textbooks of experimental Physics, Physics classrooms and departments); development of Ukrainian methodological scientific terminology on Physics, implementation of progressive models for creating a Physics school course in curricula and textbooks of different times; development of scientific and theoretical foundations of Physics teaching methods as a pedagogical science, the emergence of scientific schools of Physics teaching methods; improving the Physics teaching methods and content in terms of reforming the domestic school in different periods of its development; evolving common issues on Physics teaching methods on the basis of the principles of fundamentalization and science etc.
The evolution of scientific views of Ukrainian scientists and teachers of different times is reconsidered and generalized in the dimensions of current problems of present-day Physics teaching methods in Ukraine. It enables to find out the deep foundation of current transformation processes occurring in Ukrainian education, in particular, the ones that are related to the formation of the Physics education content, improving the theory and practice of creating up-to-date textbooks on Physics, developing methodological systems for teaching Physics, modular technologies.
