DEVELOPMENT OF ANALYSIS AND EVALUATION SKILLS IN A PHYSICS TEACHING THROUGH PRACTICAL WORK.

This research paper addresses how to enhance analysis and evaluation skills in physics lessons using practical or lab work. Analysis and evaluation skills are very important for high school science students that can lead to developing critical thinking also, especially where English is a third-level language. Practicality plays a very important role in understanding complex and confusing topics, so integrating physics lessons with teaching practical work can improve a significant level of understanding. We have researched and analyzed data after applying for practical work in regular lessons and conclusions based on three factors, (a) performance on term-end examinations (b) Attitude towards physics/science (c) Awareness, and more enrolment in physics in grade 12. We have used the Form Two Students Attitude Questionnaire, and FTSAQ to get data to justify the research question. The study was performed on students in grade -11(NIS, Chem, and Bio, Shymkent, Kazakhstan. Respondents were divided into two groups: (1) the Control group and (2) the Experimental Group. Control group were taught in term 3 with all possible teaching methodologies (interactive lesson, Assessment, Inquiry-based learning) except practical work but in another group, practical work was included to analyze the effectiveness of integration. Results are exactly as assumed; a group with the integration of practical work was high results, an attitude towards physics, and a more interesting subject with less confusion and more problem-solving skills. The approach to solving problems and connecting concepts with real-life is increased significantly.本研究探讨如何通过实践作业或实验教学，提升物理课堂中的分析与评价能力。分析与评价能力对于高中理科学生至关重要，同时也是培养批判性思维的核心路径之一，尤其在英语作为第三语言的教学环境中尤为如此。实践实操环节对于理解复杂晦涩的物理概念具有关键作用，因此将物理课堂与实践作业相结合，可显著提升学生的概念理解程度。本研究在常规课堂中引入并实施实践作业后，对收集到的数据进行了研究与分析，并基于以下四项核心指标得出结论：(a) 学期末考试成绩；(b) 对物理/理科的学习态度；(c) 学科认知水平；(d) 十二年级物理课程的选课人数增长情况。本研究采用初二学生学习态度调查问卷（Form Two Students Attitude Questionnaire，缩写FTSAQ）收集数据，以验证本研究的核心研究问题。本研究的研究对象为哈萨克斯坦希姆肯特市的11年级学生，涵盖自然科学班、化学班与生物班。研究对象被分为两组：(1) 对照组；(2) 实验组。对照组在第三学期采用除实践作业外的所有常规教学方法，包括互动授课、形成性评价与探究式学习；实验组则在教学中融入实践作业，以此对比分析教学整合的教学效果。研究结果与预设假设完全一致：融入实践作业的实验组在物理学习成绩、对物理学科的学习态度上均显著优于对照组，学生普遍认为物理是一门更具趣味性的学科，学习困惑感降低且问题解决能力得到提升。此外，学生的问题解决思路以及将物理概念与现实生活建立关联的能力均得到了显著增强。