The problem of the formation of the basic concepts of matter, motion and energy in the context of the 21st-century gnoseology and ontology

The article presents a study on the problem of the formation of the basic concepts about matter, motion and energy in physics courses. The preliminary stage of the study was devoted to the analysis of results of questionnaires and control activities (including PISA) for schoolchildren and students in the field of natural science representations. The authors' analysis has demonstrated a fairly low average level of acquisition of scientific concepts in the field of natural science. This led the authors to realize the existing problem. The formation of a system of scientific concepts in schoolchildren and students is one of the most important tasks of the education system. The conceptual apparatus is the semantic basis of the language for knowledge transfer and acquisition. Therefore, the formation of the conceptual apparatus requires a very close attention. The solution of the topical problem of teaching connected with the disclosure of methodological knowledge about the fundamental concepts of natural science (matter, motion and energy) must be based on a modern reading that has undergone certain transformations connected with the gnoseological and ontological aspects conditioned by the latest data of science. The authors analyzed the content of physics textbooks and manuals, the statements of famous scientists about the role of physics, works in the sphere of gnoseology and ontology of physical concepts, and also with the nature of the problems associated with the acquisition of the concepts while learning physics. The article focuses attention both on modern ideas of physics and on general philosophical definitions that must be taken into account in the formation of adequate basic ideas about matter, motion and energy. The gnoseological definition of matter, given in dialectics, should demonstrate the fundamental possibility of knowing the material component of the reality, given to us in our senses, reflected by our consciousness, but not dependent on it. Disclosure of the ontology of this reality shows the cognizability of the material world and demonstrates the various forms of matter discovered by man with their structural features and possible transformations. It is necessary to teach students modern concepts of the standard model's paradigm and the concept of the hierarchy of material structures. The gnoseological definition of the motion of matter, which lies at the basis of dialectics, allows us to fill it with concrete content that forms the ontology of the concept, based on the discoveries of the 20th and 21st centuries. The variety of motion forms should be illustrated by examples of their mutual transformations and by the concept of conservation of the motion of matter. Discussion of the concept of energy should lead to an understanding of the difference between the fundamental property of matter - its motion, and the quantitative measure of this property - energy. For different forms of motion, the quantitative measure can be expressed in different ways (for example, the energy of a moving electron and the energy of a moving photon). An excellent illustration of the content of the energy conservation law is the relativistic concept of the rest energy and its changes in transformations of internal motions of objects into external motions.

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