Formation of pupils’ key competences in Physics classes basing on the task-oriented approach

Abstract

The purpose of the study was the development, selection and implementation of high-quality physical tasks and situational tasks into the school course «Physics 8», as the conditions for positive motivation to study Physics and form pupils’ key competences in the process of solving them at incomplete secondary schools, namely: communication by means of the state language applying scientific and technical terminologies; core competences in the Natural Sciences and Technology; the digital information competence; the ability to learn throughout life; initiative and enterprise; the social and civil competence; environmental literacy and a healthy lifestyle; the self-educating competence; personal self-improvement. The introduction of the competence-based approach made it possible to take into account the psychological characteristics of adolescents and contributed to the integration of the two child development trends ‒ the desire to communicate with adolescents and the desire to learn the world. The experimental research work was carried out in the eighth grades of secondary schools № 67 and № 68 (Odesa). For the implementation of qualitative problems and situational assignments in Physics, certain examples of qualitative problems in Physics and practical assignments in the Natural Sciences were used in compliance with the curriculum. The assignments had a prominent competence-based nature and were aimed at developing pupils’ skills to explain natural phenomena from a scientific point of view, the ability to apply this knowledge in an unusual context to solve scientific, technical problems and everyday life situations. The chosen framework for performing situational assignments and high-quality tasks inherently enabled pupils’ communicating, mastering scientific physical and technical terminology, manifesting independence in activities, awareness of its value and usefulness, the ability to work in a team. The pupils had an opportunity to use their knowledge of Physics in order to solve practical problems; independently or in a group, to explore the manifestations of physical phenomena, laws and properties in nature, technology, environment and everyday life; to feel responsible for their careful use of natural resources. The observation, questioning, and pupils’ academic success showed that the experimental research contributed to their desire to study Physics as a science, provided not only their mental development, but also the ability to act independently and use the knowledge gained in order to solve specific scientific, technical and life problems or problem situations. It is planned to further use the task-based approach in the process of teaching Physics as an important condition that facilitates the developing of the key competencies of the pupils studying at incomplete secondary schools.

Keywords

• key competences
• incomplete secondary school
• task-based approach
• Physics.