Scientific principles of information-activity-based learning in university natural science disciplines

The article is dedicated to the analysis and conclusions of a research project conducted by the physics departments of Kazakhstani universities from 2018 to 2025. The outcomes of the study were driven by the need to develop specific methodologies for organizing practical sessions, laboratory work, independent study (ISR), and independent study with instructor support (ISRS), all oriented toward a training model aimed at creating a learning environment that not only fosters the development of subject-related competencies but also cultivates the personal qualities of future professionals. In this context, the department developed methodological foundations for teaching the physics course based on a professional activity model across various fields. The experience of integrating informational and activity-based approaches in this work relies on both the recognition of the need for the informatization of education and the activity-based approach to learning. While informatization focuses on incorporating information and communication technologies into the educational process, the activity-based approach empowers students to develop their own potential by finding individual pathways to knowledge and progressing independently through educational stages. This is possible only with appropriately structured educational activities. This study demonstrates that the formation and assimilation of fundamental concepts and laws of physics by students can be achieved through specially organized informational and cognitive activities. The logic behind organizing such activities during instruction is interdependent with the structure and content of the learning material. The methods used to study physical laws, their comprehension, and the acquisition of problem-solving techniques become methods of informational and cognitive activity for students.