METHODOLOGY OF DEVELOPING STUDENTS' COGNITIVE COMPETENCIES IN THE CONTENT OF PHYSICS EDUCATION AT THE UNIVERSITY

Abstract

This article examines the development of students' cognitive competencies in physics education at a university from a theoretical and methodological perspective. The aim of the study is to reproduce the content of physics education based on a cognitive approach and present a scientifically substantiated model for developing students' cognitive and metacognitive abilities. The content of cognitive competencies includes the skills of perception, analysis, comparison, synthesis, generalization, and problem-solving of information. The study analyzes the works of recent international scholars.

The author proposes a methodological model consisting of four blocks, based on the systematic application of a cognitive approach to physics education: target-based, content-based, process-based, and evaluative-reflective. The model is aimed at developing students' analytical, logical, and reflective thinking skills. The results of a pedagogical experiment conducted at universities in Aktau and Atyrau during the practical stage statistically confirmed the effectiveness of the proposed model (t = 2.84; p < 0.05). During the experiment, the intellectual, operational, and reflective components of students' cognitive competencies increased by 20-30%.

The study concluded that structuring physics education content in a cognitive manner helps develop students' motivation for learning, the ability to independently study, and a scientific worldview. The proposed methodology is an effective way to improve modern educational practices based on cognitive-psychological principles in the training of physics specialists.