METHODOLOGICAL FOUNDATIONS OF FORMING PHYSICAL CONCEPTS IN HIGHER EDUCATION INSTITUTION

Yakovleva E. V.

The article substantiates the necessity of conducting special activities in higher education institution to eliminate the school graduates’ misconceptions about basic physical concepts. A number of significant deficiencies in the ability to operate with physical concepts are identified, along with recommendations for their remediation. It is noted that it is necessary to develop a diagnostic toolkit to assess the level of proficiency in basic physical concepts. Based on the level of proficiency in physical concepts, three typological groups of students are defined. For each typological group, a dominant strategy for organizing learning is developed: 1) support and stimulation; 2) guidance; 3) collaboration and co-creation. As a result of a methodologically justified choice of teaching strategies in the main sections of mechanics, molecular physics, and electricity, students demonstrated better positive dynamics in acquiring skills to operate with physical concepts. The proposed learning strategies based on diagnostic data allow for a significant increase in the assimilation of modern scientific physical language which is necessary for the training of technical specialists in the natural conditions of higher education institution.

Keywords:deficiencies in mastering physical concepts, recommendations for concept formation, ability to operate with concepts, student typology, strategy for organizing learning in higher education institution.