nformation and communication support for off-sute independent studеnts training in the process of teaching physics

• Danilina E.K.

  Ekaterina K. Danilina. Vladivostok State University Vladivostok. Russia

• Nelly A. Klescheva

  Nelly A. Klescheva. Far Eastern Federal University. Vladivostok. Russia

• Elena F. Zachinyaeva

  Elena F. Zachinyaeva. Far Eastern Federal University. Vladivostok. Russia

The article discusses issues related to organization of students' independent work in teaching Physics. It notes that the observed trends in higher education toward reducing the overall workload of the discipline within professional training highlights the need to find pedagogical solutions aimed at supporting students' independent extracurricular activities and developing self-organization and self-study skills. The paper proposes a model for supporting students' extracurricular independent activities in physics. The model is based on the fundamental
concepts of self-regulated learning theory, and implements formative assessment technologies. The proposed model describes an independent learning route while studying each unit of curriculum, involving a sequential implementation of the following types of learning and cognitive activities: planning results, achieving them, and reflecting on the completed activity. The need of using modern information and com-
munication technologies to support the proposed framework for organizing students' independent learning is emphasized. The choice of the primary tool (a scenario-based chatbot) is justified. The structure of the bot, designed on the Aimylogic platform and integrated into educational practices on the Telegram platform, is described. Mechanisms for interaction via the interactive "student-chatbot" channel during inde-
pendent learning are presented. The article also discusses the results of a pedagogical experiment evaluating the effectiveness of the proposed framework for organizing students' independent activities. A criteria framework for assessing the level of self-organization skills development at each point of assessment is presented, possible ranges of development are defined, a formula for calculating an integrated indicator – the
self-organization index (SI) – is proposed, and the results of a statistical test of the hypotheses proposed in the study are interpreted. The prospects for implementing the proposed framework for supporting extracurricular independent activities in broader educational practice are discussed.
Keywords: physics, extracurricular independent activities, self-organization and self-study, personalized learning, chatbot technology.