The invariant structure of the method for solving constructive physics tasks

Abstract

The limited availability of laboratory equipment has led to the relegation of experimentation in pre-university physics teaching, even though its value is recognized. One of the ways to mitigate this drawback is to involve students in the construction of prototypes using readily available materials, which at the same time enhances their role as protagonists. The aim of this article is to reveal the structure of the solution method of the tasks aimed at the construction of prototypes. The methodology was marked by the experimental-theoretical method of modeling the procedures of cognitive activity, considering its invariants and taking the theoretical solution as the smallest structural unit of the method of solution of any type of task. In the second stage of the methodology, a sample of seven students was taken, thus confirming its invariant character and making adjustments to the previous model. Further research should address the didactics of its teaching considering the inclusion of didactic resources to materialize the actions of the stages that occur at the mental level.