The Role of Metacognitive Strategies in Increasing the Efficiency of Physics Teaching

Abstract

This article highlights the pedagogical and methodological importance of metacognitive strategies in improving the effectiveness of physics teaching. The main goal of the study is to increase the level of independent thinking and conscious assimilation of knowledge by developing metacognitive skills such as planning, control and evaluation in students. The article, based on an analysis of domestic and foreign scientific sources, reveals the theoretical foundations of the concept of metacognition and justifies its role in physics education. It also proposes effective mechanisms for implementing the metacognitive approach in general secondary schools. The study used observation, questionnaire, pedagogical experiment and statistical analysis methods. The results showed that students' interest in science, ability to analyze problem situations and self-assessment skills significantly increased in lessons organized on the basis of metacognitive strategies. The scientific novelty of the article is the development of a model for designing physics lessons based on a metacognitive approach and substantiating the mechanisms for integrating it into the teaching process. The results are of great importance in developing methodological recommendations for physics teachers and introducing innovative approaches aimed at improving the quality of education. The approach proposed in the article forms a culture of reflection in students, helps to understand knowledge more deeply, and allows organizing the teaching process on the basis of subject-subject relationships. This serves to ensure sustainable educational effectiveness. Therefore, metacognitive strategies are considered an important scientific and practical basis for the modernization of physics education, expanding the methodological potential of the teacher and enhancing innovation.