Critical thinking and hypothetic-deductive scheme for studying the elements of quantum theory

International Journal of Evaluation and Research in Education (IJERE)
Vol. 12, No. 3, September 2023, pp. 1497~1506
ISSN: 2252-8822, DOI: 10.11591/ijere.v12i3.25249  1497
Journal homepage: http://ijere.iaescore.com
Critical thinking and hypothetic-deductive scheme for studying
the elements of quantum theory
Serhii Tereshchuk1
, Sergii Sharov2
, Andriy Tereshchuk3
, Vira Kolmakova4
, Tetiana Sharova5
1
Department of Physics and Integrative Technologies of Teaching Natural Sciences, Pavlo Tychyna Uman State Pedagogical University,
Uman, Ukraine
2
Department of Computer Sciences, Dmytro Motornyi Tavria State Agrotechnological University, Zaporizhzhia, Ukraine
3
Department Technological Education, Pavlo Tychyna Uman State Pedagogical University, Uman, Ukraine
4
Department of Computer Science, Information and Communication Technologies, Pavlo Tychyna Uman State Pedagogical University,
Uman, Ukraine
5
Department of Work with Gifted Youth, State Scientific Institution “Institute of Education Content Modernization”, Kyiv, Ukraine
Article Info ABSTRACT
Article history:
Received Aug 19, 2022
Revised Feb 28, 2023
Accepted Apr 10, 2023
The study provided research and experimental verification of the hypothetic-
deductive scheme for teaching the theory of quantum physics to secondary
school students. The study highlighted the technologies and didactic tools,
which help to boost the effectiveness of teaching physics to students and
develop their critical thinking. It was found that the hypothetic-deductive
scheme is based on the concept of critical rationalism and it has such stages:
problem-hypotheses-rational criticism-choice of hypothesis-rational
criticism of the new theory-new problem. The study described the stages of
its implementation for teaching students the basics of quantum physics. To
prove the effectiveness of the suggested scheme, the study carried out a
comparative experiment in which 479 students took part (there were 241
students in experimental classes and 238 students in control classes). The
statistical procession and interpretation of the experiment results were
carried out with Pearson’s Chi-squared test. After the experiment, the quality
of learning achievements that corresponds to the sufficient and high levels is
62.87% in the experimental classes, whereas in the control classes this figure
is 52.48%. In further prospect, researchers plan to check the effectiveness of
the suggested scheme to study other theories, which are studied in secondary
school.
Keywords:
Critical thinking
Hypothetic-deductive scheme
Lessons of physics
Quantum physics
Secondary school
This is an open access article under the CC BY-SA license.
Corresponding Author:
Serhii Tereshchuk
Department of Physics and Integrative Technologies of Teaching Natural Sciences,
Pavlo Tychyna Uman State Pedagogical University
2 Sadova Street, Uman, Ukraine
Email: s.i.tereschuk@gmail.com
1. INTRODUCTION
The open modern life is characterized by rapid development of information-communication
technologies (ICT), by the variety of ways used to process and transfer information, by transformations in
social and economic spheres, and by the necessity to adapt quickly to all these changes. Under these
conditions, competencies in mathematics, physics, engineering, technologies [1], [2] alongside with critical
thinking [3], [4] are considered to be the key ones in the 21st century. Knowledge of physics and
mathematics is used in economics, agriculture [5], industry and many other fields. Being important, they are
mandatory to learn in educational institutions of different levels. Unfortunately, these days we observe a
stable trend in Ukraine when the quality of students’ training in physics and mathematics is deteriorating,

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Int J Eval & Res Educ, Vol. 12, No. 3, September 2023: 1497-1506
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thus causing much concern. The results of the annual external independent evaluation (EIE) prove the
previous statement and demonstrate that the number of students who cannot get even minimum points
required to enter the higher educational institution is constantly increasing [6].
Various technologies and didactic tools are used to boost the effectiveness of studying physics.
Quite an effective means is considered to be ICT, especially software-pedagogical tools. They are used both
to develop critical thinking and to ensure the process of studying physics. In the previous work [7], there is
the analysis of the software which was used while teaching physics in recent years (from 2010 to 2019). The
use of multimedia physics practicum is also promising [8]. The advantages of using ICT at the lessons of
physics are: a possibility to simulate physical phenomena and processes without the proper equipment,
learning physical concepts, and understanding physical phenomena. The prospect trend in teaching physics is
considered the use of science, technology, engineering, and mathematics or STEM-education which provides
deepened learning of natural sciences and mathematics, introduction of various technologies in education [9],
preparation for the real life in the conditions when different technologies are being developed and demand for
specialists in STEM-professions is being increased. The effectiveness of STEM-education was proved while
studying mathematics and physics [9], classical mechanics [10], nuclear physics [11], thermodynamics [12],
and other subjects.
Despite the variety of tools and technologies which are used to study physical phenomena and
processes, it is not always possible to obtain positive results while studying physics. While studying the
basics of the quantum theory students face certain difficulties, including the lack of possibility to carry out
most experiments. Also, there is a more fundamental problem-the lack of visual aids. In order to solve these
problems, it is necessary to change the scheme of the learning activity, to introduce new learning algorithms
according to the subject specifics, styles of teaching, and students’ learning abilities. For instance, the work
studied different styles of teaching and their influence on choosing the learning strategy [13]; the work
provided recommendations for teachers of physics according to the chosen teaching strategy.
In those cases when there are no visual aids or when it is impossible to see or feel certain physical
processes, one should consider students’ thinking abilities and encourage their non-standard thinking [4].
Here, critical thinking takes the first place and it is considered the condition for the successful mastering of
the learning material in physics [14], it is characterized by its complex nature and absence of algorithm [1], it
favors intellectual and personal development. The structure of critical thinking includes a number of skills
and personal abilities, such as an ability to assess the suggested proofs and reasons, to determine
incorrectness of arguments, a desire to look for proofs while solving problems [3], to make decisions based
on the analyzed proofs (evidences) and opinions [15], to process data and formulate new hypotheses [16].
It is impossible to develop the skills of critical thinking through the procession of the learning
content [4] and mechanical memorizing. As a result, not all the students who are used to memorizing the text
and reproducing it to a teacher are capable of abstract thinking and understanding fundamental conceptual
principles [17]. For this, students need active thinking processes which make them demonstrate their mental
activity and use methods of scientific cognition. The most effective methodologies for critical thinking
development are analysis and generalization of resources, written and verbal argumentation and reflection,
thematic research [18], discovery learning [3], and blended learning [19]. To develop the skills of critical
thinking we can use such means as practical tasks on professional subjects, written creative works as a way to
combine creativity and critical thinking [20], online courses on critical thinking development [21],
communication, and discussion of issues with Facebook and Google Classroom [4].
The purpose of the research is an attempt to practically implement the philosophical concept of
critical rationalism as a means of developing critical thinking in high school students using the example of
studying quantum theory. Taking into consideration the importance of critical thinking for the development
of students’ personality, as well as difficulty of learning certain physical concepts, we suggested using the
hypothetic-deductive scheme for studying the basics of quantum physics. In our opinion, the latter will allow
us to shift accents from forming complex scientific concepts of quantum physics to developing students’
critical thinking. Instead of raising the scientific level of presentation by attracting new high-tech concepts, it
is necessary to form students’ ability to think critically and rely on the learning material that is not
overloaded with complex terminology and mathematical apparatus.
2. THE COMPREHENSIVE THEORETICAL BASIS
2.1. Rationalism and empiricism in teaching physics
The concept of critical thinking is based on the philosophy of Popper’s critical rationalism (Karl
Raimund Popper, 1902–1994). It is well known that classical rationalism is associated with the deductive
method of cognition, when knowledge about the world can be obtained only with the “pure mind”, its
undoubted “innate” ideas and strictly logical reasoning that are not based on experience. It means forwarding

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Critical thinking and hypothetic-deductive scheme for studying the elements … (Serhii Tereshchuk)
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bold theories and a constant lack of trust in them [22]. The rejection of empirical data was justified by the
fact that the undoubted “innate” ideas of the pure mind are the most general truths from which less general
truths can be derived by deduction. At the same time, classical empiricism declared that consciousness does
not have anything that was not previously perceived. Empirical knowledge is gained through the
accumulation of facts, observations and measurements that are summarized by induction.
In modern understanding, rationalism is a belief or trust in intelligence as a tool that should be based
upon while studying nature. In this regard, cognition through the study of empirical laws seems more
appropriate. According to the ideas of empiricism (positivism), a recommendation of recurrence in the
presentation of learning material prevailed in the theory and methods of teaching physics. Hence, the process
of forming new knowledge begins and ends with: Experimental facts-model-theoretical generalization-
experimental verification of theoretical conclusions. The structural and logical scheme of the learning
material presentation is consistent with the scheme of the learning process within the positivist concept and
guarantees students’ mastering the elements of physical theories. In the context of analytical philosophy, this
logic of presenting educational information on the structure of matter corresponds to the general theory of
cognition generated in the tradition of positivism and it fully justifies itself in school practice.
However, the empirically inductive scheme has some significant drawbacks that are particularly
severe during the study of quantum physics. The main problem is the impossibility of relying on empirical
experience when it is necessary to form scientific concepts that are difficult to fit in an adequate system of
physical experiments and compare with students’ empirical experience. It is impossible to solve the outlined
problem in the framework of traditional methodological approaches, as they are based on the positivist
concept of cognition. However, modern researches, related to the field theory, as well as to the study of
elementary particles within the standard model, and with the help of high energies physics, made scientists
gradually use new methodological tools that can solve the outlined problem if it is used in the adequate form
in the educational process. In order to show how it is possible, we would like to consider the concept of
critical rationalism which is an alternative to positivism and neopositivism approaches.
2.2. Critical rationalism in teaching physics
As it has been explained, the crucial stage of the cognitive process is an inductive procedure which
is reflected in an adequate form in the structure of students’ educational activity: Experiment-inductive
generalization-theoretical generalization-theory-theory verification. Induction (logical or psychological) is
unnecessary for cognition. That is why, inductive generalization needs to be removed from the scheme and
change it for hypothetic-deductive tools. As a result, the new scheme will be: Problem-hypotheses-rational
criticism-choice of hypothesis-rational criticism of the new theory-new problem.
Considering the hypothetic-deductive scheme, the teaching style presupposes a shift in learning
goals from mastering complex scientific concepts to forming students’ new type of thinking that involves
knowledge of the concepts that are relevant not only in the context of recent scientific advances, but also in
life outside school. Firstly, this will allow to form the semantic component of the subject under study
successfully. Secondly, it will help to develop students’ ability to think critically, “think like scientists” and
solve educational challenges and tasks, problematic situations that occur in the life of an average student
[23]. Thirdly, the extensive increase of the scientific level of presenting physical knowledge is caused by the
empirically inductive approach, based on the inductive process of empirical facts accumulation, and their
confirmation through a physical experiment. All this leads to the inevitable increase in the volume of the
learning material that students must study.
The central idea of Popper’s epistemological concept is the idea of rationalism. Within the concept
of critical rationalism, rationality, in fact, has a different semantic content-instead of having to prove validity
or high probability of the theory validity (hypothesis) and act as a guarantor of this validity, one has to
choose the theory that best meets certain criteria (laws) and withstands rational criticism compared to
alternative theories or hypotheses. Rational criticism is possible in various forms-through the search for
empirical facts or revelation of internal logical contradictions between this theory and alternative theories.
After the theory has withstood rational criticism, it is temporarily accepted as veritable. So, the task appears:
among alternative hypotheses it is necessary to choose one that best stands up to rational criticism. Popper
believed that in such a way the development of scientific knowledge is carried out-by trial and error, their
critical rethinking [24].
3. RESEARCH METHOD
The purpose of the study was to confirm the effectiveness of the hypothetic-deductive scheme for
studying quantum physics. Lyceum students who studied the section of quantum physics for 10 academic
hours with the application of the proposed scheme took part in the research. The students were divided into
two groups, which were approximately the same by the number of respondents: control classes (CC) and

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experimental classes (EC). The experimental group studied quantum physics using the hypothetic-deductive
scheme, and the control group studied it according to the traditional method.
When determining the degree of physical knowledge possession, we focused on four levels of
students’ learning achievements (low, medium, sufficient, and high), which correspond to the levels adopted
in schools of Ukraine. To determine the levels of students’ learning achievements, we checked the
knowledge of actual material and the ability to apply it to solving standard physical problems. For this
purpose, we developed an array of test papers on the topic of quantum physics, which we offered to students
during the control assessment after studying the relevant topics.
The obtained empirical data on the learning achievements of CC and EC students were processed
with Pearson’s Chi-squared test in the following sequence:
a) Hypotheses were put forward: i) The difference in the grades which students receive for the test work in
the experimental and control classes is caused by random factors (H0). In fact, the level of knowledge,
skills and abilities of students in both groups is generally the same; and ii) The difference in the grades
which students receive for the test work in the experimental and control classes is explained by the use
of a new hypothetic-deductive scheme for studying quantum theory and by the development of
students’ ability to think critically (H1).
b) The critical area 𝜒2
was found by the (1):
𝜒2
= ∑
(𝑓0−𝑓𝑒)2
𝑓𝑒
𝐶
𝑖=1 (1)
To find the critical value of 𝜒𝑐𝑟
2
, the number of degrees of freedom was found as in (2):
𝑞 = 𝐶 − 1 (2)
Where, С is number of categories (in our case С=4). So according to (1), 𝑞 = 4 − 1 = 3. The area of 𝜒2 was
found by the table of Chi-square distribution as shown in Table 1.
c) Statistics of Chi-square was calculated. At first, we calculated the expected frequency according to H0,
then we calculated the value of 𝜒2
criterion
d) Comparing the critical value 𝜒𝑐𝑟
2
with the empirical 𝜒2
, we rejected one of the hypotheses and confirmed
the other one.
e) If H1 was approved and H0 was rejected, then we analyzed the quantitative indicators demonstrating the
distribution of students in the control and experimental classes by the levels of learning achievements
based on the knowledge assessment. Considering this analysis, we could draw a conclusion about the
effectiveness of the suggested hypothetic-deductive scheme for studying quantum physics in secondary
school.
Table 1. Distribution of Chi-square
q
Level of significance α
0.10 0.05 0.025 0.01 0.005
1 2.71 3.84 5.02 6.63 7.88
2 4.61 5.99 7.38 9.21 10.06
3 6.25 7.81 9.35 11.34 12.84
4. RESULTS AND DISCUSSION
4.1. Stages of implementation of the hypothetic-deductive scheme
4.1.1. Formulation of the educational problem
The formulation of the educational problem implies the existence of a contradiction between the
knowledge acquired by students and the new educational material that they need to learn. In our opinion, in a
methodological sense, it is more appropriate if such a contradiction is revealed on the basis of physical
theory. That is studied at an adequate level in secondary school. For example, such a contradiction can be
found in the historical retrospective of the quantum theory formation.
4.1.2. Putting forward a hypothesis that is aimed at solving the problem
The study conventionally divided the methodology of teaching students to put forward a hypothesis
into two stages. The first stage-the teacher using new educational material shows the course of reasoning for
formulating a hypothesis. At the second stage, during the presentation of new educational material, the
students do the same under the teacher’s guidance. Eventually, when they acquire stable skills of hypothesis-
making, they will be prepared to put forward hypotheses independently.

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The teacher begins the lesson with a structured review-a short message to prepare students for the
new topic and to increase their interest. Next, he/she demonstrates the phenomenon of the photo effect with
the help of a physical experiment: a carefully cleaned zinc plate, which is negatively charged, is attached to
the electrometer. If the plate is illuminated by an electric arc or a mercury-quartz lamp, the needle of the
electrometer falls down. The teacher asks students to answer several questions: i) What does the movement
of the electrometer needle indicate?; ii) Did the plate have an excess or deficiency of electrons before being
illuminated?; and iii) What can be said about the number of electrons on the plate after it was illuminated?
The students should discuss their assumptions among themselves and express their thoughts about
what they saw. After the discussion, they come to the conclusion that the movement of the electrometer
needle indicates that it is rapidly discharging; since the plate was initially negatively charged, so the excess
electrons on the plate decreased. After that, the teacher asks the students to make an assumption that will
explain why the electrometer discharges when it is illuminated with light, or where did the excess electrons
go when the plate was illuminated?
In order to formulate a hypothesis, the teacher explains students that they have to make a hypothesis
by taking several steps. First of all, they have to define variables. Variables can be dependent and
independent. Independent variables are those ones that can be chosen during the experiment, they are chosen
at their own discretion. Dependent variables are those ones that can change and depend on the chosen
independent variable. The dependent variable varies according to the law of physics under study. For
example, in the discussed experiment, the plate discharge is a dependent variable. It can have two meanings-
“the plate is discharging” or “the plate is not discharging”. For example, you can choose an independent
variable (to change the frequency of light or change the charge of the plate) and see what happens to the
dependent variable-the discharge of the plate.
The next step is the formulation of a hypothesis. The teacher draws the students’ attention to the fact
that the hypothesis should be in the form of a statement, which refers to a prediction regarding the
relationship between the independent and dependent variables. To help the students, the teacher offers to
follow the well-known forms: “If ..., then ...” or “Supposing ..., then ...”. For example: “If the independent
variable have the meaning A, then the dependent variable will have the meaning B.” An important
(mandatory) parameter of the hypothesis is the possibility of its experimental verification.
If we take into account, we can formulate the following assumption: If the light of a certain
frequency “tears” electrons off the surface of the plate, then the electrometer discharges. So, the formulated
assumption explains the experiment observed by the students. However, it should be subjected to a critical
analysis to ensure that it adequately explains the relationship between the variables.
4.1.3. Rational evaluation and critical analysis of the hypothesis
Now the previously formulated assumption, which reflects the reduction of the plate charge when it
is illuminated by light, should be subjected to a critical analysis. Rational evaluation and criticism of a
hypothesis is an important stage in the formation of critical thinking skills, since it is during the testing of a
hypothesis that the “mechanisms” of critical thinking are turned on. Testing and critical analysis of the
hypothesis takes place in three stages: i) Choosing a method of measuring variables; ii) Application of
isolation and control principles; and iii) A conclusion about the existence (or absence) of a causal relationship
between variables (correlation and causal relationship).
In the experiment with the zinc plate, the variables are the plate charge and its illumination.
According to the first point, we chose the method of defining the variables. The teacher explained that the
charge on the plate can be estimated with the help of an electrometer, since it is not necessary to know its
value exactly, but only the fact of changing the value of the charge.
The students, with the help of the teacher, put forward and checked a new hypothesis: if the plate is
charged with a positive charge (independent variable) and illuminated in the same way, then the plate will not
discharge (dependent variable). To test the chosen hypothesis, the teacher repeated a demonstration
experiment with a positively charged plate, which confirmed the hypothesis. The last step is the conclusion
about the existence of a causal relationship. In this case, such a connection exists between the illumination of
the plate and the ejection of electrons (discharge of the plate).
4.1.4. Formulation of provisions (postulates) of the new theory
Similarly, putting forward hypotheses regarding the explanation of the photo effect, we explain its
mechanism. Based on the confirmation of these hypotheses, the main provisions of the photo effect theory
are formulated. At the same time, special attention is paid to the principle of isolation-in order to establish a
functional relationship between two variables, other variables must be fixed.

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4.1.5. Rational criticism of a new theory
Theory criticism is similar to the stage of the rational criticism of the hypothesis. This important
stage should help students understand that the acceptance of a hypothesis does not mean its final truth, which
is no longer subject to doubt. On the contrary, scientists are always ready to change a hypothesis or an
improved theory under the influence of new facts. Therefore, by criticizing the theory, there appears an
opportunity to show the limits of its application.
4.1.6. Clarification of scientific problems of the new theory, possible options for their elimination
After the main points of the theory have been clarified, it is worth asking the students to find out the
answers to those questions that the theory cannot explain. For example, can the photon theory of light explain
the phenomena of dispersion, interference, and diffraction? Conversely, you may try to explain the
phenomenon of the photo effect on the basis of the wave theory. In the methodological context, the last point
of the considered scheme of studying physical theory makes it possible to logically move on to the study of
the following topics of the quantum theory, in particular when studying the structure of the atom.
4.2. Data analysis
The total sample of students who participated in the experiment was 479 (n=479). There were
n1=242 students in the CC, and there were n2=237 students in the EC. When determining the critical area 𝜒2
,
the following was taken into account. For pedagogical research and taking into account the sample size, the
level of significance was chosen at 0.05 and 0.01. So, for q=3 and α=0.05, in accordance with Table 1, we
got 𝜒𝑐𝑟
2 = 7.81. For α=0.01 we have 𝜒𝑐𝑟
2 = 11.34. Thus, in our case the critical area as in (3):
𝑥𝑐𝑟
2
= {
7.81(𝑎 ≤ 0.05)
11.34(𝑎 ≤ 0.01)
(3)
At the next stage the expected frequency was determined as (4):
𝑓
𝑒 = 0.25 ⋅ (𝑛1 + 𝑛2) = 0.25 ⋅ 479 = 119.75 (4)
The observed frequency 𝑓0 for the corresponding level of learning achievements is equal to the sum of the
number of students in the control and experimental classes for each category (the level of learning
achievements), where ∑ 𝑓0 = 𝑛. The results of the students’ performance for the test work and the calculated
results according to the results of the test papers are presented in Table 2.
Table 2. Calculation of the Chi-square criterion for the empirical distribution of students in the CC and EC
Levels of learning achievements
Total
Low Medium Sufficient High
Number of students in the CC 50 65 69 63 242
Number of EC 39 49 75 84 237
Observed frequency 𝑓0 89 114 144 147 479
Expected frequency 𝑓𝑒 119.75 119.75 119.75 119.75 479
𝑓0 − 𝑓𝑒 -30.75 -5.75 24.25 12.25 0
(𝑓0 − 𝑓𝑒)2
945.56 33.06 588.06 150.06
(𝑓0 − 𝑓𝑒)2
𝑓𝑒
⁄ 7.896 0.276 4.911 1.253 14.336
According to the (1), we calculated Chi-square as (5):
𝜒2
=
(89−119.75)2
119.75
+
(114−119.75)2
119.75
+
(144−119.75)2
119.75
+
(132−119.75)2
119.75
=14.336 (5)
Comparing the obtained empirical 𝜒2
= 14.336 with the critical area (3), we drew the following
conclusion. Since 𝜒2
≥ 𝜒0.05
2
= 7,81 and 𝜒2
≥ 𝜒0.01
2
= 11.34, i.e., the empirical xi-square criterion belongs
to the area of significance, we reject the H0 hypothesis and accept the H1 hypothesis instead. Therefore, the
difference in the grades obtained for the test work by the students in the experimental and control classes is
explained by the use of the suggested hypothetical-deductive scheme for studying the quantum theory.
The assessment of the dynamics in the quantitative indicators which demonstrate the distribution of
students according to the previously developed levels showed that their redistribution occurs during the
learning process. The quality of students’ practical skills and acquired knowledge corresponding to the
sufficient and high levels of learning achievements is 62.87% (31.65%+31.22%) in the experimental classes,
whereas in the control classes it is 52.48% (28.51%+23.97%) as shown in Figure 1.

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Figure 1. Distribution of students by levels of educational achievements in control and experimental classes
The obtained results confirm the effectiveness of the hypothetic-deductive scheme used for studying
quantum physics by secondary school students. In our opinion, orientation of the education system at the
personality of a student, introduction of a competence approach, expansion of possibilities for
communication by means of the Internet have led to new educational paradigms based on creativity, variety
of means for information procession [13]. Under these conditions, critical thinking skills have a great
influence on people’s private and social life, their professional activity [4], [18], they allow taking
independent decisions based on the critical analysis of the given information and reflect personal mental
activity. However, it is necessary to work hard so that to develop critical thinking, since students’ notes and
mechanical memorizing will not help students develop certain mental abilities [25]. Students must have a
certain volume of knowledge [1], corresponding motivation [26], they must solve practical tasks of a high
level [3], work independently or in a team depending on the learning task that was set.
When teaching physics, we have several techniques that can form certain learning achievements, in
particular empirical-inductive and hypothetic-deductive schemes of the cognitive process. We carried out a
comparative analysis of these schemes and it showed their conceptual differences. Firstly, they differ in the
place and role of a physical experiment in the learning process. Secondly, the second scheme provides a
procedure of the rational hypothesis (or hypotheses) criticism. Thirdly, they are different in the element that
closes the cycle-for the first scheme this element is an experiment (demonstrative or frontal experiment in the
educational process), and for the second scheme it is a problem situation which must be solved by means of a
hypothesis (hypotheses) critical analysis). Fourthly, the given approaches are different methodologically, i.e.,
they are different in prevailing scientific methods of cognition-in the first scheme the initial is the inductive
procedure, in the second one it is a deductive method of cognition.
The study developed the suggested hypothetic-deductive scheme in order to boost the effectiveness
of teaching the basics of the quantum theory. However, hypothetically we can claim that this approach will
allow teachers to boost the effectiveness of teaching other theories which are studied at the lessons of
physics, mathematics, and other natural sciences (chemistry and biology). Out of doubt, it will require further
research.
In our opinion, hypothetic-deductive scheme for teaching students can be used together with the
elements of STEM-education and ICT. For this, we can use electronic modules, which are fully or partially
deal with quantum physics and provide interactivity, visual aids, and critical thinking development. For
example, you can use a module in nuclear physics [11]. At the same time, STEM-education can be
considered an alternative learning strategy [10], and the electronic modules can be seen as alternative
learning materials [11], which are given in an electronic form and provide the educational process with
interactivity and multimedia [12]. As for communication and discussion of learning tasks with the help of
social networking sites and educational platforms [4], in this case special attention is paid to the social
competence as an ability to avoid or solve conflicts and respect the opponent’s opinion [27].
During the work in the classroom, there is a teacher, who is a facilitator of knowledge and
sometimes a friend. The research [28] proves that the cooperation between the teacher and students have a
positive influence on the development of critical thinking skills and team work. Owing to the supervised
teaching, students learn how to assess the given information in a critical way, check its reliability, formulate
an alternative point of view to solve the task [3]. The important condition for studying physics is testing the
skills of critical thinking [29], including computer testing.
20.66
26.86
28.51
23.97
16.45
20.68
31.65 31.22
0
5
10
15
20
25
30
35
Low Medium Sufficient High
%
Levels of educational
Сontrol Сlasses
Experimental Classes

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It should be mentioned that for the implementation of the given tasks the teacher must be properly
prepared: he/she must have a developed ability for critical thinking [30], good academic training, and
democratic attitude towards students. It is recommended that teachers should be acquainted with current
strategies of critical thinking development [15]. Besides, it is necessary to have lesson plans, teaching
materials, adequately developed tasks (practical, creative, and situational tasks), means of identifying the
level of critical thinking formation in the relevant educational subjects.
5. CONCLUSION
Thus, critical thinking as an end-to-end skill in its different interpretations and models can be
presented as a pedagogical technology, which ensures competence approach in teaching physics. This
technology contains aims, which reflect the knowledge component, practical skills and abilities, experience
that let us use the gained knowledge and skills in everyday situations; it also includes value attitudes, which
were formed in course of the educational process. In order to boost the effectiveness of teaching physics we
can use different technologies and didactic tools (pedagogical tools and STEM-education). At the same time,
while studying elements of the quantum theory students face difficulties which are caused not only by the
lack of possibility to carry out most of experiments, but by a more fundamental problem-almost complete
lack of visual aids.
In order to solve the mentioned problems which appear in course of teaching quantum physics and
which are difficult to visualize, it is necessary that the empirical-inductive scheme should be changed for the
hypothetic-deductive one. It covers the process of cognition in such a sequence: Problem-hypotheses-rational
criticism-hypothesis choice-rational criticism of the new theory-new problem. This scheme for studying
physical phenomena is based on critical thinking which structurally consists of the aims that reflect the
knowledge component, practical skills and abilities, experience of using the gained skills and abilities in
everyday situations, as well as value attitudes which were formed in course of the educational process.
To check the effectiveness of the proposed hypothetic-deductive scheme, we carried out a
comparative experiment in which there were 242 students in the control classes and 237 students in the
experimental classes. The result procession was done with Pearson’s chi-squared test. While determining the
critical area, the study found that the hypothesis H0 was rejected and hypothesis H1 was accepted (difference
in the grades that students received for the test work in the experimental and control classes and according to
the use of the hypothetic-deductive scheme for studying the quantum theory). The quality of practical skills
and gained knowledge which correspond to the sufficient and high levels of learning achievements in the
experimental classes is 62.87%, whereas in the control classes it is 52.48%. Due to the application of this
scheme, students of the experimental classes acquired both knowledge and methods of applying their own
knowledge and experience. In the context of teaching natural sciences, the authors find interesting and
promising to carry out a more substantial verification of the effectiveness of the hypothetic-deductive scheme
not only for studying the quantum theory, but other theories which are currently studied in secondary school.
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BIOGRAPHIES OF AUTHORS
Serhii Tereshchuk is a Doctor of Pedagogical Sciences, Professor of the
Department of Physics and Integrative Technologies of Teaching Natural Sciences of Pavlo
Tychyna Uman State Pedagogical University, teacher, and researcher with 20+years of
experience. In 1995, he graduated from the Pavlo Tychyna Uman State Pedagogical
University. From 1995 to 2001, he was a physics teacher in a secondary school. 2020-defense
of the doctoral dissertation (theory and teaching methods (physics)). Circle of scientific
interests. Technologies for developing critical thinking, learning through research, learning
natural sciences based on research (Inquiry-Based Science Education), digitization of
education, mobile learning, blended learning, distance education using Google Workspace for
Education, STEM/STEAM/STREAM-education. He can be contacted at email:
s.i.tereschuk@gmail.com.

 ISSN: 2252-8822
1506
Sergii Sharov is a Ph.D. Candidate, Department of Computer Science of Dmytro
Motornyi Tavria State Agrotechnological University, Ukraine. He graduated from Bogdan
Khmelnitsky Melitopol State Pedagogical University (master of informatics and teacher of
informatics of the higher educational institution) and the PhD of Pedagogical Sciences (theory
of teaching). He teaches various subjects including teaching programming, databases, media
literacy. His research interests include the use of ICT in high school, massive open online
courses, social competence of students. Mr. Sharov has been a member of public organizations
“Innovative horizons of Ukraine” and “Ukrainian Educational Research Association”. He can
be contacted at email: segsharov@gmail.com.
Andriy Tereshchuk is a Doctor of Pedagogical Sciences, Professor, Head of the
Department of Technological Education of Pavlo Tychyna Uman State Pedagogical
University. From 1995 to 2001, he worked in a secondary school, teaching labor training and
physics. He is an author and co-author of school textbooks on labor training for basic
secondary school and technology for specialized secondary school and co-author of training
programs on labor training and technology. He has experience in cooperation with national
institutions, in particular, he was a member of the working group for the development of the
State Standard of Primary Secondary Education of the Technological Education Branch; the
coordinator of the group of the Technological Education Branch of the development of the
State Standard of Basic Secondary Education. He can be contacted at email:
tereshandrey@gmail.com.
Vira Kolmakova is a Senior Lecturer of the Department of Computer Science,
Information and Communication Technologies, Pavlo Tychyna Uman State Pedagogical
University, Ukraine. She graduated from Odesa I. I. Mechnikov National University, specialty
Applied Mathematics, specialization Mathematical software. She teaches various subjects,
including mathematical logic and algorithm theory, computer architecture and computer
systems configuration, and database organization and administration. Research interests - the
use of information technology in the teaching of computer science disciplines, inclusion,
digital competence of students. Ms. Kolmakova is a member of the Ukrainian Society for
Materials Destruction Mechanics. She is also an instructor at the CISCO Network Academy.
She can be contacted at email: kolmakova@udpu.edu.ua.
Tetiana Sharova is a Doctor of Philology, professor, head of the sector of
scientific and methodological support of work with gifted youth of the department of work
with gifted youth of the State Scientific Institution “Institute of Education Content
Modernization”. Her research interests include the education and intellectual development of
gifted youth. She is interested in Ukrainian literature of the 20th century, pedagogy, issues of
non-formal education and ICT. Dr. Sharova is been a member of public organizations
“Innovative horizons of Ukraine” and “Ukrainian Educational Research Association”. She can
be contacted at email: tanya_sharova@ukr.net.

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