THE PROBLEM OF VISUALIZATION IN THE STUDY OF PHYSICAL THEORIES IN GENERAL SECONDARY EDUCATION INSTITUTIONS

The purpose of the article is to analyze the state of the issue of the “crisis of visualization” in studying physical theories with a high level of abstraction and complex mathematical tools, which are inaccessible to 10‒11th grade students, in order to address the problem of visualization in the methodology of teaching physics.The article addresses the issue of visual aids in the methodology of teaching physics, which has arisen due to the development of physical science and is associated with the high level of abstraction of scientific concepts studied in the 11th-grade physics course. The results of the study demonstrate that this issue can be resolved within the framework of the hypothetico-deductive model for studying quantum physics and the theory of relativity.Despite certain similarities, there is a significant difference between students’ assimilation of concepts and the cognitive process as scientific inquiry. The educational process, in terms of content, requires that the concepts to be assimilated possess not only a logical structure and scientific validity but also take into account the functioning of personal knowledge. This is also due to the fact that, procedurally, scientific knowledge and the information assimilated by students are intended to address different tasks-cognitive tasks for students and research tasks for scientists.The solution to the problem of visual aids is achievable if the focus in teaching shifts from demonstrating visual representations of microscale objects and corresponding phenomena to engaging students in the investigation of these objects through the use of inductive and deductive procedures, with extensive incorporation of the concept of critical rationalism.