SCIENTIFIC AND METHODOLOGICAL FOUNDATIONS OF ORGANIZING INDEPENDENT LEARNING OF PHYSICS FOR ENGINEERING STUDENTS

Abstract

This study investigates the scientific and methodological foundations of organizing independent learning in physics for engineering students at higher education institutions. The research addresses the challenge of developing effective self-directed learning competencies among students enrolled in technical programs, where physics serves as a fundamental discipline underpinning professional knowledge. A mixed-methods approach was employed, combining theoretical analysis of pedagogical and psychological frameworks with quasi-experimental research conducted across two academic semesters at technical universities in Uzbekistan. The study involved 186 engineering students divided into experimental (n=94) and control (n=92) groups. A comprehensive methodological system was developed, integrating four key components: motivational, content-based, technological, and assessment-monitoring. The system incorporates student-centered learning principles, the revised Bloom’s taxonomy for structuring cognitive objectives, and information-communication technologies including an interactive web application for independent physics study. Results demonstrated statistically significant improvements in the experimental group: the mean achievement score increased from 58.3 to 74.7 (p<0.01), problem-solving competency improved by 23.4 percent, and laboratory skills showed a 19.8 percent enhancement compared to control group outcomes.