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ANALYSIS OF FOREIGN AND LOCAL EXPERIENCES ON FORMING RESEARCH
SKILLS IN PHYSICS IN STUDENTS
Fayziyeva Baxtigul Kuldoshevna
Physics teacher of school No. 29, Samarkand city
Annotation:
This article analyzes foreign and local experiences on the formation of research
skills in physics in students. It is emphasized that the use of experimental approaches, laboratory
exercises, project methods and problem-based educational technologies in physics education
motivates students to research and develops their scientific thinking. The experience of foreign
countries shows that the integration of physics with other disciplines based on "STEM" and
"STEAM" programs has yielded effective results in involving students in scientific research. In
the local experience, the work carried out in the Uzbek education system to develop students'
research skills based on laboratory work, scientific circles, science olympiads, and practical
projects in teaching physics was analyzed. At the same time, the relevance of forming students'
skills in connecting physical phenomena with practice, applying them in everyday life, and
scientifically approaching problem situations was substantiated. Research shows that by adapting
foreign advanced experiences to the national education system, students' research skills in
physics can be developed more effectively.
Keywords:
physics education, research skills, foreign experience, local experience, STEM
education, STEAM program, laboratory exercises, project method, problem-based learning,
student creativity.
In today's era of globalization and information flow, it is not enough for students to acquire only
theoretical knowledge in the educational process. The formation of skills in them to conduct
independent research, conduct research, take a new approach to scientific problems and promote
innovative ideas is becoming one of the most important tasks of modern pedagogy. In particular,
in teaching physics, research activities are of particular importance not only in consolidating
theoretical knowledge in students, but also in forming scientific thinking based on practical
experience.
The modern educational process is one of the important factors of human development, serving
to form the younger generation as educated, qualified and independent-thinking individuals. In
today's era of globalization and information flow, the main task of education is not only to
provide ready-made knowledge, but also to involve students in research, experimentation, and
scientific research activities. In this regard, the formation of experimental and research skills is
becoming an integral part of the educational process.
As the field of education develops, the integration of technology into the teaching and learning
processes is gaining great importance. In science education in particular, technology is providing
new opportunities to engage students and help them understand complex concepts more deeply.
Physics, a science based on theoretical understanding and practical experience, is benefiting
greatly from digital development.
Physics, as one of the central areas of natural sciences, plays an important role in human
development. The knowledge based on it is a decisive force in the development of technical,
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economic and social spheres of society. For this reason, it is an urgent task to form research
skills in physics among schoolchildren, to direct them to independent research, and to implement
international experiences in the national education system. This article will comprehensively
cover the issues of developing research skills in physics education based on an analysis of
foreign and domestic experiences.
The research skills that should be developed in students during the study of physics are:
1. The ability to see a scientific problem and ask questions - to identify a problematic situation
by analyzing the essence of a phenomenon or process.
2. Hypothesis - to create a scientific assumption about a physical phenomenon.
3. Experimental design - to determine the appropriate conditions, methods and tools for
conducting an experiment.
4. Data collection and recording - to collect evidence based on observation, experimentation,
measurement and calculations.
5. Analysis of results - to summarize the results of an experiment using statistical and
mathematical methods.
6. Conclusion and presentation of results - to confirm or refute the correctness of the hypothesis.
7. Practical application - to apply the results obtained in solving life processes or technical
problems.
These skills are important for understanding theoretically complex topics in physics, as well as
for shaping students as creative and independent thinkers.[3]
There are many advanced experiences in physics education around the world aimed at
developing research skills. They can be considered in several areas:
STEM and STEAM education. STEM (Science, Technology, Engineering, Mathematics) and
STEAM (including Art) education, which are widely used in the USA, Europe and Asian
countries, strengthen students' research activities by integrating physics with other subjects. In
this approach, physics theory is strengthened through practical projects. For example, students
apply the laws of physics in practice when creating small robots and developing projects to save
electricity.
Laboratory exercises and virtual laboratories. Abroad, in particular, in the educational system of
Germany, Japan and the USA, modern laboratory equipment, computer simulations and virtual
laboratories are widely used in teaching physics. Through these methods, students have the
opportunity to test their theoretical knowledge safely and effectively.
Project-Based Learning. In many foreign schools, physics education is organized on a project
basis. Students develop a scientific project to solve a specific problem. This process strengthens
their research skills and develops teamwork skills.
Scientific competitions and Olympiads. In foreign countries, many physics competitions,
international Olympiads, and scientific competitions such as "Young Scientists" are regularly
held to increase students' interest in scientific research.
A number of reforms are also being implemented in the education system of Uzbekistan to
increase students' interest in physics and develop research skills in them.
1. Laboratory classes - physics lessons in secondary schools and academic lyceums are being
enriched with laboratory work. This allows students to gain knowledge based on experience.
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2. Scientific circles and science olympiads - "Young physicists" circles are operating in schools,
students participate in district, regional and republican Olympiads and present their research
work.
3. Practical projects - based on the concept of "STEAM education", students participate in
projects such as energy saving, ecology, robotics.
4. Scientific conferences - conferences are held with the participation of students at the regional
and republican levels, and scientific research works in physics are discussed.
5. Introduction of digital technologies - interactive programs, simulation platforms, and
electronic textbooks are being introduced in schools.[4]
In foreign experience, physics education is more technologically based, and great attention is
paid to developing students' creativity and combining theory and practice. Local experience uses
more laboratory exercises and traditional methods, but in recent years, work has begun to
implement foreign best practices into the national education system through STEAM education.
Therefore, it is an important task for Uzbekistan to master foreign experiences and adapt them to
local conditions. For example, it is necessary to further develop such areas as virtual laboratories,
project-based education, and wide involvement in international competitions.
If we pay attention to the importance of physics in the educational process, first of all, it serves
as a necessary source of knowledge about the environment for humanity. At the same time, it
expands human capabilities and creates an opportunity to take bold steps towards technological
progress. In addition, physics plays a major role in shaping a person's spiritual image, broadening
his worldview, and increasing his spiritual and cultural wealth. Therefore, based on today's
requirements, it can be said that since physics is an experience-based science, it is necessary to
pay great attention to explaining the essence of processes in its teaching, as well as confirming
them through practical experiments. Otherwise, the level of mastery of modern technologies by
qualified specialists in production sectors will remain low. In order to quickly apply scientific
achievements in practice, students must have the skills to independently conduct physics
experiments. From this point of view, it is important to form the skills of students to perform
laboratory work and apply the acquired knowledge in practical processes, starting from the
secondary education stage. For this, it is of great importance to interest them in observing
various physical processes, especially observing experiments related to semiconductors, optics,
electrical engineering and magnetism, and directing them to determine their areas of application.
After all, the large number of young people who have shown interest in physics and have the
skills to conduct experiments during their school years creates a wide opportunity for the
development of high technologies in our country.
Methods for developing research skills in physics
1. Problem-based learning - encouraging students to research by placing them in problem
situations.
2. Project method - giving students the task of working on a scientific and practical project.
3. Laboratory work - to consolidate the laws of physics through experiments.
4. Experimentation and observation - to observe and analyze phenomena in real conditions.
5. Scientific conferences and seminars - to create an opportunity for students to present their
research results.
6. Use of information technologies - to conduct research on simulations, virtual laboratories and
online platforms.
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Students with research skills in physics will make a significant contribution to the development
of science and technology in the future. Their research will help find new energy sources, solve
environmental problems, and develop innovative solutions in industry and production. These
skills will also develop the creative thinking of young people and shape them as competitive
specialists in the international labor market.[6]
In conclusion, the formation of research skills in physics among students is an urgent task of the
educational process. The experience of foreign countries shows that integrated approaches in
physics education, project-based learning, virtual laboratories and international competitions
effectively develop students' research activities. In recent years, the Uzbek education system has
also taken important steps in this direction, including the introduction of STEAM education and
the expansion of efforts to involve young people in innovative research.
Thus, by adapting foreign advanced practices to national conditions, developing laboratory and
project-based education, and widely using digital technologies, it is possible to effectively form
research skills in physics among students. This will create a solid foundation for the development
of science, economic development and innovative achievements in the future.
List of references
1. Resolution of the President of the Republic of Uzbekistan No. PQ-4884: “On measures to
develop innovative activities in the science and education system”. – Tashkent, 2020.
2. Resolution of the Cabinet of Ministers of the Republic of Uzbekistan “Concept for the
Development of STEAM Education” dated August 11, 2021.
3. Yuldoshev J.G., Usmonov S. Modern educational technologies. – Tashkent: Teacher, 2019. –
275 p.
4. Hasanov Z., Ergashev N. Statistical methods in pedagogical research. – Tashkent: TDPU,
2017. – 145 p.
5. Hattie J. Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement.
– Routledge, 2009. – 378 p.
6. Abdullayev A. Pedagogical research methods. – Tashkent: Science and technology, 2018. –
210 p.
7. Vygotsky L.S. Thought and Language. - Cambridge: MIT Press, 1986. - 287 p.
