Some Problems of Formation of Scientific Competencies Based on Studying Problems in Physics

International Journal of Trend in Scientific Research and Development (IJTSRD)
Volume 6 Issue 3, March-April 2022 Available Online: www.ijtsrd.com e-ISSN: 2456 – 6470
@ IJTSRD | Unique Paper ID – IJTSRD49600 | Volume – 6 | Issue – 3 | Mar-Apr 2022 Page 723
Some Problems of Formation of Scientific
Competencies Based on Studying Problems in Physics
T. O. Buzrukov
Doctoral Student of Termez State University, Uzbekistan
ABSTRACT
The article discusses the role of physics in the formation of students'
scientific outlook in general secondary schools, understanding the
nature of physical phenomena and laws through in-depth observation,
increasing student activity and interest in science, and solving
problems in computation.
KEYWORDS: physical problems, students' scientific worldview,
physical phenomena and laws, observation, student activity, interest in
science, calculation, problem solving, competence, technical creativity
competencies, modeling skills
How to cite this paper: T. O. Buzrukov
"Some Problems of Formation of
Scientific Competencies Based on
Studying Problems in Physics"
Published in
International Journal
of Trend in
Scientific Research
and Development
(ijtsrd), ISSN: 2456-
6470, Volume-6 |
Issue-3, April 2022,
pp.723-725, URL:
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International Journal of Trend in
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INTRODUCTION
Decree of the President of the Republic of Uzbekistan
dated February 7, 2017 No PF-4947 "On the Strategy
for further development of the Republic of
Uzbekistan", the task of in-depth study of other
important and demanding subjects, such as computer
science, mathematics, physics, chemistry, biology.
This strategic approach is effective in the
development of society through the introduction of
advanced pedagogical technologies in the teaching of
complex physics, rich in abstract concepts, the wider
use of innovative and methodological approaches in
education, the introduction of interactive teaching
methods in the educational process, the creation of
modernized didactic reveals opportunities for
business development.
LITERATURE ANALYSIS AND
METHODOLOGY
K.Tursunmetov, N.Turdiev, Z.Sangirova, K.Suyarov,
J.Usarov on improving the state educational standards
and curricula in physics in the general education
system on the basis of a competent approach -
pedagogical aspects have been studied by
N.Rahmankulova, M.Yuldashev, A.Bahramov,
I.Zimnyaya, E.Bondarenko I.Ipateva in the CIS
countries, V.Adolf, I.Frumin M.Klarin and others in
foreign countries. Problems of methods of teaching
physics M.Djoraev, S.Kahkhorov, M.Kurbanov,
Yu.Mahmudov, K.Nasriddinov, I.Bilolov,
H.Mahmudova, B.Sattarova, Sh.Tashkhodjaev,
O.Tigay, on the use of information technology in
teaching physics G.Umarova, teaching physics on the
basis of modular technology M.Daminov, methods of
teaching astronomy M.Mamadazimov, distance
learning of physics and astronomy in the CIS
countries E.Vedeneeva, N.Gomulina, O.Mirzabekova,
A.Nazarov, A.Chefranova, in foreign countries D
Researched by Mamontov, T.Hinton, M.Shepherd
and others[1].
DISCUSSION
Problem solving is important in teaching physics.
Problem solving is an integral part of the process of
teaching physics, it greatly contributes to the
formation of physical concepts, develops physical
thinking, improves the ability to apply knowledge in
IJTSRD49600

International Journal of Trend in Scientific Research and Development @ www.ijtsrd.com eISSN: 2456-6470
practice. The role of issues in developing students
’creative abilities is enormous. Problem-solving
develops students' diligence, meticulousness,
independent thinking, interest in reading and
behavior, determination to achieve goals. Problem
solving in physics has a positive effect on shaping
students ’worldviews. Problem solving is often an
integral part of physics lessons. The teacher uses
problem solving in explaining and reinforcing a new
topic, repeating what has been said, in students
’independent work, and in testing their knowledge.
Problems are also solved in extracurricular activities
with students interested in physics[2].
Nowadays, the activation of more students in the
educational process, in the organization of practice-
based lessons, is based on the fact that the main
driving force of the educational process, that is, its
subject should be the student, not the teacher. This
means that now the modern physics teacher has to
organize the teaching process first on the basis of
practice and then on the basis of theory, so that the
student does not have to be ready to present
knowledge to the student, but tries to find the
necessary knowledge for himself. Such lessons ensure
that students have the skills and abilities to apply
knowledge of physics in everyday life. As a result, on
the basis of DTS, students in physics are taught:
competence to observe, understand and explain
physical processes and events;
competence to conduct experiments, measure
physical quantities and draw conclusions;
the ability to gain physical knowledge and tools
in practice and the effectiveness of students'
mastery of physics will be high.
In preparation for the lesson on the topic indicated in
the program, the teacher selects the problems and
determines the sequence of their solution. The system
of issues selected must meet a number of
requirements. The main didactic requirement is the
gradual complication of the relationship between the
size and concepts that characterize the process or
event described in the problem. It is preferable to start
the physics course by solving problems on some
topics with exercise problems. This is followed by
more complex computational, experimental, and other
issues that are selected sequentially, with an
increasing number of connections between the
magnitudes and concepts that characterize the
event[3].
Combined more complex, incompletely detailed
questions in the technical context maybe the outcome
of a system of questions selected on a particular topic.
In addition to the didactic requirement for problem
selection, it is important that the teacher achieves the
intended goal in selecting each problem. Each chosen
topic should contribute to the development of
students' knowledge, deepen their understanding of
the relationship between sizes, clarify concepts and
reveal some new features that are not sufficiently
defined and deepened in other forms of learning,
teach them to apply the acquired knowledge in
practice. Problem-solving methods depend on the
simplicity or complexity of the problem, the goal set
by the teacher, the level of knowledge of the students,
and many other reasons. Here are some basic
requirements for teaching students physics to
problem-solving techniques. There are general
aspects of problem solving that apply to all sections
of the physics course, but there are also specific
aspects of problem solving methodology that are
relevant to each major topic.
We will discuss the general aspects of problem
solving below.
1. It is known that in the content of each physical
problem lies a special view of all physical
phenomena, laws. This means that in order to
solve a simple problem or a complex problem in
any branch of physics, it is necessary to study in
depth the theory that belongs to it. It is impossible
to solve any example without knowing the laws,
the formulas that represent the actions.
2. The solution to the problem begins with reading it
carefully several times and understanding its
content. As soon as you read the terms of the
issue, you should not immediately focus on the
size you are looking for and try to find it quickly.
On the contrary, in order to better understand the
physical phenomena reflected in the problems, it
is necessary to remember the physical laws and
formulas that lie in this phenomenon. If it is
necessary to find a physical quantity and to
calculate a chain, or if it is necessary to make an
image, it is necessaryto determine what quantities
and conditions are given in the problem. The
details of the matter should be recorded in the
order given in its terms. If the quantities in the
problem are given in different systems, it is
definitely necessary to bring them to the SI
system.
3. If a drawing or chain is given in the matter, they
should be studied carefully, copied correctly. If a
diagram or chain is not provided, it is necessary to
draw a diagram or chain that fully reflects the
content of the problem, imagining the physical
process according to the condition of the problem.

International Journal of Trend in Scientific Research and Development @ www.ijtsrd.com eISSN: 2456-6470
Another common aspect of all sections is that after
completing the next steps specific to each section, the
result obtained should be analyzed and verified. Once
you are sure of the accuracy of the result obtained, the
calculations should be performed.
It is possible to show a certain sequence of actions in
solving problems.
Phase I. Solving the problem should begin with a
study of the condition of the problem, a brief
description of what is given using the accepted
symbols. Studying the condition of an issue means
taking a good look at the event or process described
in the context of the issue.
Phase II. A comprehensive examination of the
physical phenomena and processes in question is the
most important thing to pay attention to. It is
important to draw students' attention to the fact that in
this analysis it is often necessary to determine the
initial and final state of the process and the quantities
that characterize them. This allows you to define the
condition of the problem, to set the indices
corresponding to the letter symbols. I
Phase II. Problems are the stage that determines the
success of the solution, and consists in finding the law
(law, formula, procedure) that describes this event or
process (determinant), that is, to restore it in memory.
Stage IV - check the accuracy of the system of
generated equations or the number of equations
corresponds to the number of unknowns, use the data
given in the problem to create additional equations
when necessary, solve the system of equations in
general, ie generate a calculation formula.
V-final stage - calculation and numerical value of the
searched quantities, discussion of the answer to the
problem.
VI- The solution of any qualitative or computational
problem (in whatever form they are given: graphic,
experimental, etc. ...) should begin with an analysis of
the physical content. The only difference between
them is in the way they are solved.
Computational problems, which can be solved with a
thorough analysis of physical properties, are no less
important than qualitative problems to develop
students' thinking and teach them to apply
knowledge. Each of these issues has its own
advantages[4]. The same issues do not require
computational work, they are solved faster, so they
can be used, for example, in a group conversation
with classmates, when the teacher is describing new
material. But computational problems teach to
calculate by formulas, to set the values of quantities
measured in the same system of units. Defines
students ’perceptions of the true values of physical
quantities, and so on.
CONCLUSION
In teaching practice, there are certain rational ways of
formalizing problem solving. The condition of the
matter is abbreviated in the form of a column by
means of accepted letter symbols. When discussing
the content of the issue, all the missing information,
which is identified as necessary, can be found in the
experiment or taken from the references and recorded
in this column. Once all the data has been recorded,
the size to be determined is recorded.
References:
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2017 йил 7 февралдаги «Ўзбекистон
Республикасини янада ривожлантириш
бўйича Ҳаракатлар стратегияси
тўғрисида»ги ПФ–4947-сон фармони. //
Ўзбекистон Республикаси қонун
ҳужжатлари тўплами, 2017 й., 6-сон, 70-
модда; 20-сон, 354-модда.
[2] Ўзбекистон Республикаси Вазирлар
Маҳкамасининг 2017 йил 6 апрелдаги
«Умумий ўрта ва ўрта махсус, касб-ҳунар
таълимининг Давлат таълим стандартларини
тасдиқлаш тўғрисида»ги 187-сон қарори. //
Ўзбекистон Республикаси қонун
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[3] Ибраймов А. Умумтаълим мактаблари
физика ўқитувчиларининг мустақил малака
оширишларини таъминловчи электрон
ахборот-таълим муҳити // Умумтаълим
мактаблари таълим жараёнида АКТдан
фойдаланишнинг долзарб муаммолари ва
ечимлари. Республика илмий-
амалийконференциясиматериалари. –
Навои, ХТХҚТМОИ. 2016. – Б.165-167.
[4] Лебедев, О.Е. Компетентностный подход в
образовании / О.Е. Лебедев // Школьные
технологии. - 2004. - № 5. - С. 5-12.
[5] Fizikavaactronomiyao’qitishnazariyasivametod
ikasi, Toshkent, Fan
vatexnologiyalarnashriyoti, 2015

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