PEDAGOGICAL ANALYSIS OF THE IMPACT OF THE USE OF DEVELOPMENTAL LEARNING TECHNOLOGY ON THE QUALITY OF KNOWLEDGE IN PHYSICS LESSONS

Abstract

This article examines the impact of developing learning technologies in physics lessons on the quality of education, based on a comprehensive pedagogical analysis. The article analyzes the key principles of developing learning technologies, such as problem-solving, theoretical generalization, semantic reorganization of concepts, and the development of reflection and research activities, in conjunction with students' cognitive and metacognitive development while mastering abstract physics concepts.

In a pedagogical experiment, comparative statistics were used to study the dynamics of academic achievement, conceptual understanding, cognitive activity, learning motivation, delusion dynamics, and research competencies of students in the experimental and control groups. The results of the study demonstrated the clear effectiveness of developing learning technologies in improving the quality of education: the average academic performance of students in the experimental group increased from 47% to 78%, while the level of conceptual errors decreased from 32% to 11%. Indicators of cognitive activity and interest in the subject increased significantly. The obtained results have significant theoretical significance: developmental learning deepens the mechanisms for forming scientific concepts in physics, restructures students' understanding, and stimulates conceptual change and exploratory thinking. From a practical perspective, this approach is presented as an effective model for improving the quality of instruction, fostering a culture of physical thinking, and organizing the learning process on a student-centered level.