QUALITATIVE TASKS AS A TOOL FOR THE FORMATION OF CRITICAL THINKING IN THE PROCESS OF COMPETENCE-BASED LEARNING OF PHYSICS

Abstract

This article explores the role of qualitative physics problems as a tool for developing critical thinking skills within the framework of competency-based physics education.The study analyzes the significance of qualitative problems in shaping subject-specific competence and its key components—motivational-value, cognitive, operational, and personal. It also examines the impact of such problems on students' ability to think critically. Various methods for solving qualitative problems are considered, including heuristic, experimental, and graphical approaches, as well as the keyword identification method and proof by contradiction. For each method, examples of qualitative physics problems are provided to illustrate their practical application.The heuristic method is presented through the "brainstorming" technique, detailing its key stages: preparation, idea generation, idea development and combination, evaluation and selection, practical implementation, and final analysis. The experimental method, which is a fundamental requirement of the New Ukrainian School (NUS), is exemplified by tasks involving both free-choice and fixed-equipment experiments. Thegraphical method is demonstrated through the analysis of measurement-dependent graphs obtained usingthe PhET virtual laboratory. The keyword identification method is explained through problem examples that highlight the importance of identifying key aspects to simplify analysis. Finally, proof by contradiction is illustrated through a structured algorithm applied to problems requiring logical reasoning and refutations.The study demonstrates that the use of qualitative problems into physics instruction fosters analytical and synthetic thinking, encourages a comprehensive approach to problem-solving, fosters the ability to ask the right questions, conduct objective result evaluations, and interpret data, while also enhancing creative and flexible thinking.The diverse problem-solving methods presented in this article provide physics teachers with practical tools for integrating qualitative problems into the learning process, ultimately contributing to the development of critically thinking and competent graduates.