I report on the results of the research “Questions of the theory of knowledge in school physics curriculum” which was done under RSS (Research Support Scheme) grant in 01.07.2000-30.06.2002.
The research was devoted to humanitarian aspects in teaching physics in the secondary school. The main drawback of the current physics curriculum and its teaching practice is its tendency to transfer “ready made” physics knowledge that is utilized by students as unquestionable truth. Physics curriculum in the upper grades, as a rule, is overloaded with the physics material proper and is directed towards the solution of a great number of problems according to the already given pattern.
Whereas, a thorough understanding of the fundamental concepts, laws, theories of physics as well as the development of students critical thinking, the ability to use independently the new information demand a different type of school physics education, other methods of teaching. In this respect, the interest to the gnoseological issues in the methods of teaching physics has again increased. Currently, the problem of the use of modern theory of knowledge in teaching science (physics) is investigated in two aspects-in reference to the content of the curriculum and methods of teaching.
How should the physics curriculum be connected with the elements of modern theory of knowledge in order to form in students the right concepts about the development of physics knowledge, the regularities of this process? In the course of the research the system of the theoretical-cognitive questions, which is necessary to include in the physics curriculum of the upper grade, was singled out, the main methodological ways of connecting it with the physics material proper were defined.
In regards to the solution of the research problem, it is natural, that concrete suggestions were made bearing in mind the traditions of teaching physics in Armenia. However, on the whole, they are in accord with the main trends of modernization of school science education, carried out in many countries of the world and will present interest to those who deal with the problems of physics education.