Abstract
Relevance of the research. Digitalization and the development of STEM education require physics teachers to be able to transform abstract concepts into visual-image structures. Visual thinking is a basic cognitive tool for forming a holistic physical picture of the world, and knowledge visualization is becoming a universal language of modern scientific cognition.
Problem statement. The high level of abstraction of physical laws creates barriers to their assimilation by students. There is a contradiction between the potential of visualization tools and their reproductive use in schools. The lack of holistic teacher training models that integrate the psychology of imagery and IT technologies hinders the modernization of teaching methods.
Analysis of recent reseafch and publications. Studies by O. Badmus, M. Kademiia, V. Zabolotnyi, and others confirm the role of visualization and VAK approaches in learning. Modeling issues are highlighted in the works of V. Moroz and Ye. Lodatko. However, the systematic preparation of teachers for the development of students’ visual thinking as a holistic process has not yet received proper methodological substantiation.
Research task. The purpose of the article is the theoretical substantiation and presentation of a structural-functional model for forming the readiness of future physics teachers to develop students’ visual-image thinking, as well as defining criteria for evaluating the effectiveness of this process.
Main material presentation. An original model has been developed, covering four blocks. The target block defines the strategy based on systemic and competency-based approaches. The content block integrates psychological knowledge about the nature of imagery with the methodology of scientific analogies. The procedural-technological block reveals the stages of preparation, in particular the constructive-activity stage, where students master 3D graphics for modeling phenomena. The result-evaluative block contains a criteria apparatus (motivational, cognitive, operational, reflective) for diagnosing the levels of professional readiness.
Conclusions. The proposed model integrates fundamental training with innovative visualization technologies. Its implementation ensures the future teacher’s transition from simple illustration to the creative design of an educational environment, which allows for effective management of students’ cognitive development and overcoming the abstractness of physical concepts.
Keywords
References
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