DEVELOPING STUDENTS’ INTEREST IN PHYSICS LESSONS AND ENHANCING CREATIVE THINKING

Аннотация

The article explores various aspects of forming competencies in physics lessons withinacreative teaching process. Keywords: development of competencies, quality of education, competence, competency- based approach, creativity, education, learning process, students. In today’s world, the rapid advancement of new technologies has led to a significant increase in the need for individuals who can independently solve emerging societal problems and enrich all spheres of social life with new content. As humanity enters an era of science-driven technologies, there is a growing awareness that it is impossible for a country to claim a worthy place in the global community without preserving its intellectual potential and developing creative thinking. Accordingly, educational systems around the world have recognized the need to prepare individuals who are not only able to livein modern society but can actively influence itsdevelopment. In this context, the adoption of the Decree of the President of the Republic of Uzbekistan Sh.M. Mirziyoyev “On Measures to Improve the Quality of Education and Develop Scientific Research in the Field of Physics” has brought the process of teaching physics to a new qualitative level. The decree outlines several unresolved issues and highlights the need to implement measures to improve the quality of physics education and the effectiveness of scientificresearch [1]. It is impossible to imagine teaching physics without practical experiments and demonstrations, which should be integral to both in-class and extracurricular activities. However, not all experiments can be conducted in a classroom setting. Nowadays, such challenges can be overcome through various technical andinformation-communication educational tools. In the process of developing school students' interest in physics and enhancing creative thinking, it is crucial to address issues related to using diverse educational tools to increase the effectiveness of education—for example, hands-on experiments, technical teaching aids (TTA), ICT, and project-based learning. To make physics lessons more engaging and to spark students' interest, teachers should coordinate their efforts using a variety of pedagogical methods. These methods should not only captivate students but also help develop their creative thinking. Without cultivating a sense of duty and responsibility towards learning, it is impossible to foster genuine interest in acquiring knowledgeand deeply understanding thesubject matter. Wehighlight three main principles for increasing student interest in physics lessons: 1.Stimulating interest in the subject should not be an end in itself but a means to achieve broader educational goals. 2.By developing interest and creative thinking, the teacher helps students internalize knowledge creatively, resultingin deeper, independent engagement with thesubject. page1214 INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE ISSN:2692-5206,ImpactFactor:12,23 AmericanAcademicpublishers,volume05,issue06,2025 Journal: https://www.academicpublishers.org/journals/index.php/ijai 3.The core task of teaching is to guide each student towards regular intellectual effort, self- education, and usingtheir free timecreatively [2]. A subject teacher should constantly and purposefully work to engage students with the subject at all stages of the lesson, including during independent work. Psychological, pedagogical, and methodological literature present various definitions of “independent work,” and most scholars agree ontheteacher's activerole in organizingand supporting it. Prominent pedagogical researchers such as N.G. Dairi, M.A. Danilov, B.P. Esipov, I.T. Ogorodnikov, M.N. Skatkin, S.V. Ivanov, and I.Ya. Lerner have made significant contributions to understanding how to organize independent work in a way that fosters students’ interest in thesubject andpromotes creative thinking[3]. Thekeystages oforganizing such work include: Preparation. At this stage, the teacher explains the purpose of the work, identifies the best paths to success, and helps students choose relevant scientific and reference materials. The teacher must also prepare necessary resources to foster interest and creativity, focusing on developing students' creativethinkingand skills. Organization of Independent Work. A key goal here is to engage students in intellectual activity while guiding them to act according to certain rules. The teacher encourages students to move from model-based tasks to more complex assignments, drawing on acquired knowledge andutilizingvarious sources and methods to develop creative thinking. Comprehension and Generalization. Independent work also includes a more complex form of homework that helps solidify thetopic. Final Stage. At this point, the teacher assists students in selecting creative tasks that promote self-development and self-education [4]. Interest in lessons or extracurricular topics, teacher explanations, and task assignments contributes to crea