Subject connections' influence on the cognitive efficiency of studying physics

The authors discuss the problem of providing a scientific substantiation of the cognitive technology applied for teaching physics; this technology can be applied both to the face-to-face and distant styles of teaching. The research is relevant as physics courses are filled with numerous abstract concepts. Failure in understanding an abstract concept results in the emerging obstacle in perceiving signs, symbols and terms. The authors suggest reducing this obstacle by applying the teaching technology based on (intra-) inter-subject connections and focused on stimulating targeted independent work. However, in-depth preliminary research is required. The authors have reviewed the definitions of cognition, cognitive psychology and science, cognitive technology and cognitive educational technology. Based on their analysis, they have established that interiorization, according to Lev Vygotsky, calls for established connections between information that enters consciousness and anticipative schemes - intellectual structures that emerged from the previous learning. However, the problem of establishing connections has not been raised or discussed before. The authors supplemented the interiorization process with establishment of connections and described the phenomenon of understanding based on this idea. This brought to light the specific features of didactic solutions in the cognitive theory of teaching. Inclusion of the establishing of connections that depends on the level of mental operations development (especially of analysis, synthesis and generalization) calls for a more specific and detailed definition of cognition. The concept of a semantic transfer was introduced; the specific features of defining cognitive technologies were brought to light; a definition of cognitive educational technology was suggested. The authors propose to include in didactic solutions hierarchic semantic structures of (intra-) inter-subject connections built with the method of semantic structures (Tatyana Gnitetskaya). The authors suggest applying cognitive educational technology in accordance with Howard Gardner's specific features of cognitive research: representation, computer, interdisciplinarity, exclusion of vague concepts, and philosophical problems as fundamentals of the universe. The results described in the article show that a project possesses specific features of cognitive research if the participants of the project are involved in targeted independent activities and the project is aimed at revealing inter-subject connections with the help of semantic structures, at interdisciplinarity, at generalizations that allow connecting the research subject to the world view. An enhanced cognitive efficiency of studying physics is achieved without using new neurotechnologies (neurodevices). A cognitive project can be realized in the context of any teaching mode - online or face-to-face; it can be applied at schools and universities. Organizing team contests within projects in physics can engage even low-level students and encourage them to strive for high performance.

Keywords

Authors

References