Kokand university

BO‘LAJAK FIZIKA O‘QITUVCHILARINING MASALA YECHISH KOMPETENSIYASINI RIVOJLANTIRISHDA RAQAMLI VOSITALARNI BESH BOSQICHLI MODEL ASOSIDA UYG‘UNLASHTIRISH

Authors
  • Abbosjon Soyibnazarov

    Qo‘qon universiteti, Raqamli texnologiyalar va matematika kafedrasi dotsenti.

Keywords:
Array
Abstract

Raqamli vositalar fizika ta’limida keng qo‘llanayotgan bo‘lsa-da, ularning samaradorligi texnologiyaning o‘ziga emas, balki masala yechishning kognitiv bosqichlari bilan qanday uyg‘unlashtirilishiga bog‘liq. Ushbu tadqiqot bo‘lajak fizika o‘qituvchilarining masala yechish kompetensiyasini rivojlantirishga qaratilgan besh bosqichli Tadqiq etish-modellashtirish-yechish-tekshirish-refleksiya modelini kvazi-eksperimental sharoitda baholadi. Tadqiqotda Qo‘qon davlat universitetining 58 nafar ikkinchi kurs talabalari ishtirok etdi: eksperimental guruhda 28 nafar, taqqoslash guruhida 30 nafar. Eksperimental guruh interaktiv simulyatsiyalar, GeoGebra, Wolfram Alpha, virtual laboratoriya resurslari hamda Python/NumPy vositalaridan aniq kognitiv funksiyalarni qo‘llab-quvvatlash uchun foydalandi; taqqoslash guruhi esa mazmuni va kontakt vaqti teng an’anaviy tushuntirish-ishlangan namuna-mashq-mustahkamlash ketma-ketligida tahsil oldi. Masala yechish kompetensiyasi 30 topshiriqli test orqali baholandi va vosita qoniqarli ichki izchillikni ko‘rsatdi (Cronbach α=0.84). Pre-testda guruhlar o‘rtasida sezilarli farq aniqlanmadi, post-testda esa eksperimental guruh 4.60 ball ustunlik ko‘rsatdi, 95% CI [3.02, 6.18], p<0.001, Cohen d=1.53. Natijalar funksiyaga yo‘naltirilgan raqamli integratsiya bo‘lajak fizika o‘qituvchilarining masala yechish faoliyatini qo‘llab-quvvatlashi mumkinligini ko‘rsatadi.

References

1. Ainsworth, S. (2006). DeFT: A conceptual framework for considering learning with multiple representations. Learning and Instruction, 16(3), 183–198. https://doi.org/10.1016/j.learninstruc.2006.03.001

2. Akhmedov, A. A. (2023). Improving the experimental competence of preservice physics teachers [Monograph]. Tashkent. [Nashriyot va asl nashr rekvizitlari tasdiqlanishi kerak.]

3. Aktaş, İ., & Özmen, H. (2020). Investigating the impact of TPACK development course on pre-service science teachers’ performances. Asia Pacific Education Review, 21, 667–682. https://doi.org/10.1007/s12564-020-09653-x

4. Soyibnazarov.A.I. (2025) Fizika fanidan masalalar yechishda virtual reallik (vr) texnologiyalarining ta’siri. Qo‘qon universiteti xabarnomasi.16-son, 1-maqola · 5–8-betlar ISSN 2181-1695.

5. Babakhova, G. Z. (2026). Improving the methodology of using modern information technologies in teaching optics and atomic physics in higher education [Announcement of PhD dissertation defence]. Higher Attestation Commission of the Republic of Uzbekistan. https://oak.uz/pages/21829

6. Begimqulov, U. Sh. (2007). Scientific and theoretical foundations of introducing modern information technologies into pedagogical education. Fan. [Dastlabki fayldagi nashr nomi va turi; asl titul varag‘i orqali aniqlashtirilishi kerak.]

7. Soyibnazarov.A.I. (2025) Fizika fanidan masalalar yechishda sun’iy intellektlardan foydalanish metodikasi. Namangan davlat universiteti ilmiy axborotnomasi. [2025-8] 720–724-betlar. ISSN:2181-1458 ISSN:2181-0427.

8. Chernikova, O., Heitzmann, N., Stadler, M., Holzberger, D., Seidel, T., & Fischer, F. (2020). Simulation-based learning in higher education: A meta-analysis. Review of Educational Research, 90(4), 499–541. https://doi.org/10.3102/0034654320933544

9. Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16, 297–334. https://doi.org/10.1007/BF02310555

10. de Jong, T., Linn, M. C., & Zacharia, Z. C. (2013). Physical and virtual laboratories in science and engineering education. Science, 340(6130), 305–308. https://doi.org/10.1126/science.1230579

11. Docktor, J. L., Dornfeld, J., Frodermann, E., Heller, K., Hsu, L., Jackson, K. A., Mason, A., Ryan, Q. X., & Yang, J. (2016). Assessing student written problem solutions: A problem-solving rubric with application to introductory physics. Physical Review Physics Education Research, 12, 010130. https://doi.org/10.1103/PhysRevPhysEducRes.12.010130

12. Docktor, J. L., & Mestre, J. P. (2014). Synthesis of discipline-based education research in physics. Physical Review Special Topics–Physics Education Research, 10, 020119. https://doi.org/10.1103/PhysRevSTPER.10.020119

13. Docktor, J. L., Strand, N. E., Mestre, J. P., & Ross, B. H. (2015). Conceptual problem solving in high school physics. Physical Review Special Topics–Physics Education Research, 11, 020106. https://doi.org/10.1103/PhysRevSTPER.11.020106

14. Eshimov, R. R. (2021). Technologies for creating and implementing computer simulation models for special boarding school education (using the Grade 6–7 physics textbook) [PhD dissertation]. Higher Attestation Commission of the Republic of Uzbekistan. https://oak.uz/pages/8190

15. Finkelstein, N. D., Adams, W. K., Keller, C. J., Kohl, P. B., Perkins, K. K., Podolefsky, N. S., Reid, S., & LeMaster, R. (2005). When learning about the real world is better done virtually: A study of substituting computer simulations for laboratory equipment. Physical Review Special Topics–Physics Education Research, 1, 010103. https://doi.org/10.1103/PhysRevSTPER.1.010103

16. Furtak, E. M., Seidel, T., Iverson, H., & Briggs, D. C. (2012). Experimental and quasi-experimental studies of inquiry-based science teaching: A meta-analysis. Review of Educational Research, 82(3), 300–329. https://doi.org/10.3102/0034654312457206

17. Heller, P., & Hollabaugh, M. (1992). Teaching problem solving through cooperative grouping. Part 2: Designing problems and structuring groups. American Journal of Physics, 60(7), 637–644. https://doi.org/10.1119/1.17118

18. Heller, P., Keith, R., & Anderson, S. (1992). Teaching problem solving through cooperative grouping. Part 1: Group versus individual problem solving. American Journal of Physics, 60(7), 627–636. https://doi.org/10.1119/1.17117

19. Kapici, H. O., Akcay, H., & de Jong, T. (2019). Using hands-on and virtual laboratories alone or together-Which works better for acquiring knowledge and skills? Journal of Science Education and Technology, 28(3), 231–250. https://doi.org/10.1007/s10956-018-9762-0

20. Larkin, J. H., McDermott, J., Simon, D. P., & Simon, H. A. (1980). Expert and novice performance in solving physics problems. Science, 208(4450), 1335–1342. https://doi.org/10.1126/science.208.4450.1335

21. Meltzer, D. E. (2005). Relation between students’ problem-solving performance and representational format. American Journal of Physics, 73(5), 463–478. https://doi.org/10.1119/1.1862636

22. Perkins, K., Adams, W., Dubson, M., Finkelstein, N., Reid, S., Wieman, C., & LeMaster, R. (2006). PhET: Interactive simulations for teaching and learning physics. The Physics Teacher, 44(1), 18–23. https://doi.org/10.1119/1.2150754

23. Rutten, N., van Joolingen, W. R., & van der Veen, J. T. (2012). The learning effects of computer simulations in science education. Computers & Education, 58(1), 136–153. https://doi.org/10.1016/j.compedu.2011.07.017

24. Wörner, S., Kuhn, J., & Scheiter, K. (2022). The best of two worlds: A systematic review on combining real and virtual experiments in science education. Review of Educational Research, 92(6), 911–952. https://doi.org/10.3102/00346543221079417

25. Nilsson, P. (2024). From PCK to TPACK – Supporting student teachers’ reflections and use of digital technologies in science teaching. Research in Science & Technological Education, 42(3), 553–577. https://doi.org/10.1080/02635143.2022.2131759

26. Mirzahmedov, B., G‘ofurov, N., Ibragimov, B., Jo‘rayev, M., Karlybaeva, G., & Sagatova, G. (2010). Fizika o‘qitish metodikasi. 1-qism. Nizomiy nomidagi TDPU. 97 bet. Katalog: https://akbt.urdu.uz/uz/books/8374

27. Nasriddinov (2006). [Dastlabki maqolada ko‘rsatilgan manba: muallif initsiallari, asar nomi, nashriyoti va havola sahifasi aniqlashtirilishi kerak; to‘liq bibliografik yozuv tasdiqlanmadi.]

28. Karlybaeva, G. E. (2019). Bo‘lajak fizika o‘qituvchilarining metodik tayyorgarligini takomillashtirish [Pedagogika fanlari doktori dissertatsiyasi]. Nukus. Bibliografik ma’lumot muallifning 2020-yilgi maqolasidagi 6-manba orqali tekshirildi: https://journal.ndpi.uz/ss/uz/article/view/2020-1-2-029. [Asl dissertatsiyadagi havola sahifasi aniqlashtiriladi.]

29. Kokonbaeva, Sh. R. (2022). Formation of professional competence of future physics teachers through independent education. ACADEMICIA: An International Multidisciplinary Research Journal, 12(5), 1202–1205. https://doi.org/10.5958/2249-7137.2022.00589.4

30. Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x

31. O‘zbekiston Respublikasi Prezidenti. (2020). “Raqamli O‘zbekiston–2030” strategiyasini tasdiqlash va uni samarali amalga oshirish chora-tadbirlari to‘g‘risida. 2020-yil 5-oktabrdagi PF-6079-son Farmon. https://lex.uz/docs/-5030957

Published
2026-10-05
Section
Maqolalar
License

Copyright (c) 2026 QO‘QON UNIVERSITETI XABARNOMASI

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

BO‘LAJAK FIZIKA O‘QITUVCHILARINING MASALA YECHISH KOMPETENSIYASINI RIVOJLANTIRISHDA RAQAMLI VOSITALARNI BESH BOSQICHLI MODEL ASOSIDA UYG‘UNLASHTIRISH. (2026). QO‘QON UNIVERSITETI XABARNOMASI, 19(B), 155-162. https://doi.org/10.54613/vge5jw46