COGNITIVE ACTIVITY IN MODELING PHYSICAL EXPERIMENTS AS THE BASIS OF EFFECTIVE LEARNING
Keywords:
Cognitive activity, activity theory, learning motivation, reflection, cognitive interest, educational communication, student-centered learning.Abstract
This article investigates the nature of cognitive activity in the educational process and explores effective strategies for its organization. Two foundational learning theories - the associative-reflex model and the activity-based approach - are subjected to comparative analysis, with particular attention to the pedagogical advantages of activity-based instruction. The study examines how motivation, cognitive interest, reflective practice, and peer communication contribute to the quality of learning. The findings suggest that purposefully organizing students’ cognitive activity produces measurable improvements in knowledge acquisition, critical thinking, and personal development, making it a cornerstone of modern pedagogical design.
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