DIDACTIC-METHODOLOGICAL FOUNDATIONS OF IMPLEMENTING INTERNATIONAL REQUIREMENTS FOR EDUCATION QUALITY ASSESSMENT IN NATIONAL PHYSICS EDUCATION
Authors
Suyarov Kusharbay Tashbayevich ()Files
Abstract
implementing international requirements for education quality assessment in national physics education. The study is based on a design-oriented analysis of PISA and TIMSS science-assessment frameworks, national regulatory documents, and contemporary research on scientific literacy, inquiry, textbooks, STEM readiness, and digital resources. The research aim is to clarify how international assessment requirements can be transformed from external testing criteria into internal didactic indicators for physics curriculum content, textbooks, laboratory activities, digital learning resources, and assessment rubrics. The methodology relies on document analysis, comparative didactic mapping, and construction of an implementation chain: international requirement - physics content - learning activity - evidence source - assessment criterion - reflection. The results present a projection matrix that connects PISA and TIMSS requirements with concrete physics-learning tasks, including contextual problems, graph-and-table analysis, inquiry-based laboratory work, energy and environmental tasks, model limitation questions, and reflective self-assessment. The discussion shows that international requirements should not be copied mechanically into national textbooks; they should be adapted to the national curriculum, school laboratory conditions, teachers’ methodological readiness, and learners’ local context. The article concludes that a coherent, context-based, inquiry-oriented, digital, and reflective model of physics textbooks and teaching can strengthen students’ scientific reasoning and prepare them for evidence-based decision making.
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