DIDACTICAL PRINCIPLES OF CONCEPT FORMATION IN PHYSICS

Formation of concepts and their correlation with mental activity has been an object of concern for philosophers, psychologists and educators. Selecting the most efficient way of concept formation, knowledge of various methods, their advantages and disadvantages, conditions of their successful application, peculiarities of the comprehension process is necessary. This article deals with the didactical principles of concept formation in physics. The main stages of formation and development concepts of physics have been analysed: a definite sensual perception, distinction of basic general features of the observed objects of a class, abstraction of a concept, specification and consolidation of basic features of concept, definition of relations with other concepts, application of a concept, generalisation and specification. It has been stated in this article, that the quality of concept formation depends on the ways how the basic features of a concept are detailed and consolidated, relations with other concepts are revealed, how the concept is applied solving tasks of various types, i.e., how the process of concept expansion has been organised. Concept comprehension is not a single act of the definition memorisation but a long-term process. Aiming at pupils' conscious comprehension of scientific concepts, their ability to apply them in definite situations it is essential to organise the process of their formation in the right way and to manage it. Teachers should realise, that definition memorising does not mean concept formation, quality of concept comprehension mainly depends on the ways its basic features are being detailed and consolidated, correlation with other concepts is being disclosed, the concept is being applied solving the tasks of various character, i.e. how the process of concept expansion is being organised.