METHODOLOGICAL FOUNDATIONS AND ANALYSIS OF THE ACTIVITY-BASED APPROACH IN PHYSICS EDUCATION
This article analyzes the pedagogical and psychological foundations of the activity-based approach in teaching physics and
natural sciences. The study substantiates that mastering cognitive methods is a priority task in the development of the learner as a
subject of education. Relying on the views of classical representatives of activity theory (A.N.Leontiev, V.V.Davydov, etc.), the
author examines the functional, systemic-structural, and operational aspects of activity. The article also reveals the importance of
the problem-based activity approach in shaping students’ cognitive motivation, as well as the role of collaborative interaction in
acquiring social experience. In conclusion, the necessity of problematizing activity and organizing it as a multifaceted system in
improving the model of physics teaching is emphasized.
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