ВИКОРИСТАННЯ ФІЗИЧНИХ ПАРАДОКСІВ ЯК ДИДАКТИЧНОГО РЕСУРСУ ДЛЯ РОЗВИТКУ КРИТИЧНОГО МИСЛЕННЯ У МАЙБУТНІХ УЧИТЕЛІВ ФІЗИКИ

The article considers the didactic potential of physical paradoxes as a means of developing critical thinking of future physics teachers in the context of the transformation of the modern educational paradigm. The authors substantiate the feasibility of using physical paradoxes in the educational process as an effective tool for activating cognitive activity, forming skills of analysis, logical thinking and arguing one's own position. Critical thinking is considered as an integral quality that includes the ability to evaluate information, pose problems, test hypotheses and make informed decisions, which is especially relevant for the professional training of teachers. It is noted that traditional methods of teaching physics often do not provide the proper level of motivation and active cognitive activity of students, while the use of physical paradoxes creates situations of cognitive contradiction that stimulate the rethinking of existing knowledge and the search for logically justified explanations. It is determined that the effective implementation of paradoxes in the professional training of future physics teachers requires adherence to the principles of consistency, scientificity, variability and reflection. The paper outlines methods and organizational forms of introducing physical paradoxes into the educational process: as a motivational element at the beginning of the topic, as a basis for discussions, as a means of organizing independent research activities and as a component of the case method. It is noted that physical paradoxes contribute to the integration of knowledge from different fields, the development of research and communication competencies, as well as increasing motivation for learning. It is noted that the key role in the implementation of this approach is played by the teacher, who acts as a moderator of students' intellectual activity, leads the discussion and creates favorable conditions for the formation of critical thinking.