THE PHYSICAL PICTURE OF THE WORLD AS A KEY ELEMENT OF THE SCIENTIFIC WORLDVIEW AND SUBJECT COMPETENCE OF STUDENTS IN PHYSICS

Abstract

The relevance of the research is determined by the need to update the content and methodological support of physics education in the context of developing students’ scientific worldview and key competencies. The physical picture of the world (PPW) plays an integrative role in this process, combining knowledge-based, activity-oriented, value-based, and worldview-related components of learning. At the same time, current pedagogical theory and practice still lack a well-developed approach to the consistent formation of PPW elements within the school physics curriculum, as well as to the structural and functional connection between PPW and students’ subject competence. The purpose of this study is to theoretically substantiate and construct a holistic model for forming the physical picture of the world among high school students as the basis for their subject competence in physics and their scientific worldview. The research methodology integrates systemic, structural-functional, competency-based, and activity-oriented approaches, along with methods of theoretical analysis of scientific sources, content analysis of educational programs, modeling, generalization of pedagogical experience, and logical-analytical interpretation of research results. The study established that the physical picture of the world (PPW) is not only a system of generalized physical knowledge but also serves as the methodological core of school physics education, ensuring the integrity of the learning process. An original model was developed to demonstrate the relationship between the PPW and the structure of students’ subject competence. The key concepts, content lines, and levels of its formation were identified (empirical, theoretical, and metatheoretical levels). The research also introduced a diagnostic approach to assess the levels of PPW formation, including criteria, indicators, assessment formats, task examples, and self-assessment tools. The scientific novelty lies in defining the structural and logical framework of the PPW in connection with subject competence and in developing tools for its evaluation within the educational process. The practical significance of the study lies in the adaptability of the methodology to various educational contexts, its applicability for current, summative, and formative assessment, and its potential to enhance the quality of the learning process through the development of reflection and individualization of learning.