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ENHANCING THE RESEARCH COMPETENCIES OF FUTURE PHYSICS
TEACHERS THROUGH SOLVING OLYMPIAD PROBLEMS
Au ho s: 1Zulka shyn P., 2Skako M.K., 3Nu izino a M.M.
A ilia ion: 1PhD-s uden , Sa sen Amanzholo Eas Kazakhs an Uni e si y
(Kazakhs an, Us -Kamenogo sk), 2Doc o o Physical and Ma hema ical Sciences,
P o esso Sa sen Amanzholo Eas Kazakhs an Uni e si y (Kazakhs an, Us -
Kamenogo sk), 1PhD., Sa sen Amanzholo Eas Kazakhs an Uni e si y (Kazakhs an,
Us -Kamenogo sk).
DOI: h ps://doi.o g/10.5281/zenodo.17333265
ABSTRACT
This a icle explo es he po en ial o Olympiad asks as a ool o de eloping esea ch
compe encies in u u e physics eache s. Con empo a y educa ional s anda ds emphasize
no only deep subjec knowledge bu also he abili y o os e s uden s’ esea ch, c i ical, and
c ea i e hinking skills. Ne e heless, an analysis o eache educa ion p og ams shows ha
Olympiad asks ecei e insu icien a en ion, which es ic s oppo uni ies o e ec i e
aining. To add ess his gap, a su ey was conduc ed among s uden s, unde g adua es,
doc o al candida es, and p ac icing physics eache s. The indings e eal a gene ally low le el
o knowledge and skills ela ed o sol ing Olympiad p oblems. Based on hese esul s, he
s udy p oposes p ac ical ecommenda ions o in eg a ing Olympiad asks in o he
educa ional p ocess. These include de eloping me hodological app oaches o hei
applica ion, conduc ing expe imen al es ing, and p epa ing guidelines o eache s. Such
in eg a ion can enhance he quali y o eache aining and con ibu e o he o ma ion o
essen ial esea ch compe encies.
Keywo ds: olympiad asks, esea ch compe encies, aining o physics eache s, pedagogical
educa ion, me hods o eaching physics.
INTRODUCTION
As you know, in he mode n wo ld, whe e science and echnology a e
de eloping a an inc edible a e, educa ion is acing new challenges. Physics
eache s, as key igu es in shaping s uden s' scien i ic wo ld iew, should no only
ha e deep subjec knowledge, bu also be able o apply i in non-s anda d si ua ions,
as well as de elop s uden s' esea ch skills. Howe e , he aining o u u e eache s
is o en limi ed o he ans e o heo e ical knowledge and eaching me hods,
which does no mee mode n equi emen s o eache s' p o essional compe encies.
Mode n educa ional s anda ds emphasize he o ma ion o uni e sal lea ning
ac i i ies among s uden s, including he abili y o analyze, hypo hesize, conduc
expe imen s and sol e complex p oblems. A physics eache , as a men o and guide
o he wo ld o science, mus ha e hese skills himsel in o de o e ec i ely each
s uden s. Howe e , an analysis o exis ing eache aining p og ams shows ha he
de elopmen o esea ch compe encies among u u e physics eache s emains
insu icien ly de eloped.
“RAQAMLI TRANSFORMATSIYA DAVRIDA
PEDAGOGIK TA’LIMNI RIVOJLANTIRISH
ISTIQBOLLARI”
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Resea ch compe encies include: he abili y o se esea ch goals and objec i es;
he abili y o pu o wa d and es hypo heses; skills in da a analysis and
in e p e a ion o esul s; he abili y o apply heo e ical knowledge o sol e p ac ical
p oblems. These compe encies a e necessa y no only o scien i ic ac i i y, bu also
o e ec i e eaching. A eache wi h such skills can be e mo i a e s uden s, in ol e
hem in esea ch p ojec s, and de elop hei in e es in physics as a science.
Many esea che s ha e deal wi h he issues o scien i ic esea ch
compe encies o u u e eache s, in pa icula physics, a di e en imes. V.A.
Belyanina, A.B. Uso a, O.V. Fedina, E.A. Yabu o a a e de o ed o he o ma ion o
educa ional esea ch ac i i ies in physics [1, 2, 3, 4].
I should be no ed he wo ks o A.E. Abylkasymo a, Sh.T. Taubaye a, N.D. Khmel,
in which esea ch educa ional ac i i y is conside ed as he 8 h ac o in he
undamen aliza ion o eache aining o p o essional ac i i y [5, 6, 7, 8].
The wo ks o o eign esea che s Thacke , I., Sey anian, V., Mad a, A., Duong, N.
T., & Bea dsley, P. [9] a e de o ed o s udying he ole o online lea ning in suppo ing
social connec edness and engagemen o STEM s uden s, including u u e physics
eache s, emphasizing he impo ance o in e ac i e me hods and eedback o he
de elopmen o hei esea ch compe encies.
Anisimo a, T. I., Sabi o a, F. M., & Sha uno a, O. V. [10] in hei esea ch s udied
he o ma ion o design and esea ch compe encies wi hin STEAM educa ion,
o e ing me hods ha in eg a e science, echnology, enginee ing, a and
ma hema ics o he e ec i e de elopmen o esea ch skills.
The a icle by Wen, X., & Ko sun, I. [11] is de o ed o demons a ing he
possibili ies o using physical asks o o m he esea ch compe ence o u u e
physics eache s using he example o he gene al physics cou se "Op ics". The
au ho s subs an ia e he expediency o using esea ch asks ha allow deepe
disclosu e o he decision p ocess in acco dance wi h he me hodology o scien i ic
esea ch, including he o mula ion o hypo heses, hei jus i ica ion and p oo in he
cou se o independen wo k.
The a icle by A. Akzholo a discusses he o ganiza ional and pedagogical
condi ions o he de elopmen o esea ch compe encies o u u e physics eache s
h ough labo a o y classes. The au ho o e s ecommenda ions o imp o ing he
con en and me hodology o labo a o y classes o inc ease he e ec i eness o his
p ocess.
A he same ime, i mus be admi ed ha li le a en ion is paid o he
de elopmen and applica ion o Olympiad asks as a means o o ming he
p o essional compe encies o u u e physics eache s bo h in he p ac ical ac i i ies
o pedagogical uni e si ies and in he specialized li e a u e. Olympiad asks ha e a
signi ican po en ial o de eloping s uden s' analy ical, c ea i e and esea ch
hinking, as well as o deepening hei subjec knowledge and me hodological skills.
Howe e , hei sys ema ic use in he educa ional p ocess o pedagogical uni e si ies
emains insu icien ly s udied and implemen ed.
We can see i in he esea ch wo k on a ac ing s uden s o he p oduc ion o
non-s anda d and Olympic p oblems. The Bal a & Asikainen [12] s udy compa ed he
app oaches and achie emen s o Olympiad winne s and o dina y s uden s in sol ing
di icul dynamics p oblems. I was ound ha he Olympians, h ough logical
hinking and in-dep h analysis o p oblems, ound mo e e ec i e solu ions han
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o dina y s uden s. The s udy emphasizes he impo ance o e ec i e me hods in
eaching physics and he need o de elop c i ical hinking.
Ya su a e al. [13], conside ing he impo ance o sol ing school Olympiad asks
in he p o essional aining o u u e physics eache s, D obin, A. The a icle [14]
discusses he me hodological ea u es o he dis ance conduc o he s uden
Olympiad in physics. The au ho analyzes he ad an ages and possibili ies o such a
o ma , o e ing e ec i e me hods o o ganizing he Olympiad in a i ual o ma .
The Hanáko á [15] s udy s a es ha he e ec i eness o he e alua ion sys ems
used in physics Olympiads is analyzed aking in o accoun he complexi y o physics
and ma hema ics, while he Valishe a, K u o a, & Aman ae a [16] S udy examines he
ole o sol ing p oblems o physics Olympiads in he o ma ion o cogni i e
independence o schoolchild en.
P.S. Tikhono 's a icle conside s new app oaches aimed a imp o ing s uden s
' skills in sol ing expe imen al Olympic p oblems in cou ses o p o essional
de elopmen o physics eache s. In conclusion, he au ho no es he need o u he
esea ch in his di ec ion.
Many o he abo e and o he s udies a e ocused on he me hodology o
eaching schoolchild en o sol e physical p oblems, and he aining o eache s who
each hem is neglec ed. Diagnos ic s udies ha e shown ha s uden s in highe
educa ion a e no enough o u u e physics eache s o mas e he me hod o
sol ing Olympic p oblems. In connec ion wi h he abo e, he pu pose o his wo k is
o explo e he po en ial o using Olympiad asks as a means o o ming he esea ch
compe encies o u u e physics eache s.
MATERIALS AND METHODS
To achie e his goal, he a ailable educa ional p og ams o uni e si ies - he
Sa sen Amanzholo Eas Kazakhs an Uni e si y and he Khoja Akhme Yassawi
In e na ional Kazakh-Tu kish Uni e si y - se ed as a ma e ial. A su ey was
conduc ed among s uden s o 2-3 cou ses, unde g adua es, doc o al s uden s o he
Physics Depa men , as well as among schoolchild en and physics eache s o he
ci y o Us -Kamenogo sk.
The ollowing classical me hods we e used in he quali ica ion s udy in his wo k
[17]:
- heo e ical me hods: analysis o li e a u e on ibology and me hodology;
- p ac ical me hods: ques ionnai e (su ey);
- me hods o da a p ocessing and in e p e a ion.
Thus, he leading esea ch me hod a his s age was a ques ionnai e (su ey),
which made i possible o assess he le el o knowledge, skills and compe encies o
each pa icipan in he s udy (s uden s, eache s and school eache s) wi h a ce ain
p obabili y. This me hod p o ided an oppo uni y o collec quan i a i e and
quali a i e da a ha can be used o analyze he cu en s a e o aining o u u e
physics eache s, as well as o assess he po en ial o using Olympiad asks in he
educa ional p ocess.
RESULTS
163 people ook pa in he su ey (Table 1). The su ey was uploaded o Google
disk acco ding o he link p o ided on he social ne wo k
h ps://docs.google.com/ o ms he answe ed.
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Table 1- Su ey pa icipan s
Name o he ins i u ion
Educa ional p og am
Type o aining
Numbe o
s uden s
Sa sen Amanzholo Eas
Kazakhs an Uni e si y
6В01502 - Physics
Bachelo 's deg ee
20
7M01502 - Physics
Mas e ’s s uden s
28
8D01502 - Physics
Doc o al s udies
6
Khoja Akhme Yassawi
In e na ional Kazakh-Tu kish
Uni e si y
6В01502 - Physics
Bachelo 's deg ee
50
7M01502 - Physics
Mas e ’s s uden s
25
8D01502 - Physics
Doc o al s udies
6
Us -Kamenogo sk ci y schools (5
schools)
Subjec "Physics"
Teache s and
s uden s
28
In he cou se o he o ma ion o p ac ical wo king skills and sol ing physical
Olympiad p oblems, 10 ques ions we e asked o de e mine he le el o esea ch
quali ica ions, he le el o knowledge o he in o ma ion necessa y o he u u e
p o ession (Fig. 1, 3, 5).
In he ques ionnai e, when answe ing some ques ions, along wi h choosing
om he sugges ed answe s, pa icipan s we e gi en he oppo uni y o exp ess hei
opinions. The answe in ol ed choosing se e al op ions. The able also shows he
pe cen age o esponses selec ed by he su ey pa icipan s.
Figu e 1 – Diag am o su ey esul s No. 1 / Figu e 2 – Diag am o su ey esul s No. 2
0
20
40
60
80
12345678910
Op ion "а" (%) Op ion "b" (%) Op ion "c" (%) Op ion"d" (%)
0
20
40
60
80
1 2 3 4 5 6 7 8 9
Yes (%) No (%) I'm ha ing a ha d ime(%)
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Figu e 5 – Diag am o su ey esul s No. 3
The analysis o he ques ionnai es e ealed bo h he ad an ages and
disad an ages o using Olympiad asks in eaching physics.
Table 1 – Summa y esul s o he ques ionnai e on Olympiad p oblems in
physics
The posi i e aspec s
Nega i e aspec s
1. Olympiad asks de elop non-s anda d hinking
and a c ea i e app oach o sol ing p oblems.
1. Insu icien knowledge o concep s ela ed o Olympiad
asks ( o example, "non-s anda d ask", "physical
modeling").
2. Sol ing Olympiad p oblems inc eases in e es in
he in-dep h s udy o physics.
2. Insu icien amoun o ime o sol e Olympiad asks in
he educa ional p ocess.
3. Olympiad asks help o be e unde s and he
undamen al laws o physics and hei applica ion.
3. Insu icien de elopmen o eaching me hods o sol ing
Olympiad p oblems.
4. They de elop skills in analysis, logical hinking,
and he applica ion o physical laws.
4. Insu icien knowledge o he ma hema ical appa a us
necessa y o sol e Olympiad p oblems.
5. Pa icipa ion in Olympiads inc eases mo i a ion
o s udy physics and scien i ic ac i i ies.
5. Insu icien numbe o eaching aids and eaching
ma e ials on Olympiad asks.
6. Olympiad asks con ibu e o he de elopmen
o independen wo k and esea ch skills.
6. Di icul ies in assessing knowledge and skills acqui ed
while sol ing Olympiad asks.
7. Teache s who p epa e s uden s o Olympiads
deepen hei p o essional skills and knowledge.
7. Insu icien eache aining o lea ning how o sol e
Olympiad p oblems.
8. Olympiad asks de elop physical in ui ion and
he abili y o apply knowledge in new si ua ions.
8. Insu icien a en ion o Olympiad asks in he school
cu iculum.
9. Sol ing Olympiad asks helps you be e p epa e
o exams and u he educa ion.
9. Insu icien a ailabili y o esou ces ( asks, li e a u e,
cou ses) o p epa a ion o Olympiads.
10. Olympiad asks con ibu e o he de elopmen
o scien i ic hinking and in e es in esea ch.
10. Insu icien suppo and mo i a ion om he school and
pa en s o pa icipa e in he Olympiads.
The analysis o he esul s shows ha Olympiad asks de elop non-s anda d
hinking, mo i a ion and p o essional skills o eache s, bu lack o ime,
me hodological suppo and educa ional ma e ials, as well as di icul ies in applying
ma hema ical and physical appa a us c ea e p oblems o s uden s and eache s.
CONCLUSION
Olympiad asks can be a powe ul ool o o e come hese limi a ions. Thei use
in he aining o u u e physics eache s will allow s uden s o de elop c i ical and
0
20
40
60
80
12345678910
Op ion "a" (%) Op ion "b" (%)
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c ea i e hinking skills; each hem how o apply heo e ical knowledge in non-
s anda d si ua ions; de elop he abili y o se and sol e esea ch p oblems. In
addi ion, wo king wi h Olympiad asks will help u u e eache s be e unde s and
how o mo i a e s uden s, de elop hei in e es in physics, and p epa e hem o
pa icipa e in Olympiads and scien i ic compe i ions. The o ma ion o esea ch
compe encies among u u e physics eache s has no only educa ional, bu also
social signi icance. Teache s wi h such compe encies can: o con ibu e o imp o ing
he quali y o physics and ma hema ics educa ion; o p epa e s uden s o pa icipa e
in scien i ic p ojec s and Olympiads; o educa e a new gene a ion o scien is s and
enginee s capable o sol ing global p oblems.
Thus, he de elopmen o a me hodology o using Olympiad asks o o m he
esea ch compe encies o u u e physics eache s is an u gen and sough -a e ask
ha can make a signi ican con ibu ion o he de elopmen o mode n educa ion.
The ele ance o he opic is due o he need o mode nize he aining o u u e
physics eache s in a apidly changing educa ional landscape. The use o Olympiad
asks as a means o o ming esea ch compe encies opens up new oppo uni ies o
imp o ing he quali y o eache educa ion and aining eache s who a e able o
e ec i ely sol e p o essional asks and os e s uden s' in e es in science. The
de elopmen and implemen a ion o an app op ia e me hodology can be an
impo an s ep in achie ing hese goals.
Thus, he analysis o he le el o o ma ion o u u e specialis s' ideas abou he
ole o sol ing Olympiad asks as a means o o ming he esea ch compe encies o
u u e physics eache s allows us o s a e ha he e is a low le el o knowledge and
skills ela ed o he de elopmen and applica ion o Olympiad asks in he
educa ional p ocess. This indica es he need o mo e ac i e implemen a ion o such
asks in he me hodological aining o u u e eache s o de elop hei esea ch
po en ial and p o essional skills.
To inc ease he le el o compe ence o u u e physics eache s in Olympiad
asks, i is ecommended o sol e he ollowing asks:
- o p o ide in he educa ional p og am addi ional s udy o "Physics o he
Olympic Games sol ing p oblems ";
- o de elop a me hodology o using Olympiad asks in he educa ional p ocess
o pedagogical uni e si ies o he o ma ion o esea ch compe encies;
- expe imen ally e i y he e ec i eness o he p oposed me hodology in a eal
lea ning p ocess;
- o de elop p ac ical ecommenda ions o eache s o pedagogical uni e si ies
on he implemen a ion o Olympiad asks in he aining o u u e physics eache s.
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