DESIGNING INTEGRATED ELECTRONIC LEARNING MODULES FOR FUTURE PHYSICS AND ASTRONOMY TEACHERS ON THE BASIS OF METHODEDU.UZ

Abstract

This article presents a design methodology for integrated electronic learning modules aimed at developing the methodological competence of future physics and astronomy teachers. The research is based on the dissertation plan in which electronic modules are proposed as the main digital-didactic instrument for combining General Pedagogy, the Methodology of Teaching Physics and Astronomy, assessment, reflection, and adaptive digital support. The aim of the article is to describe the structure, content, and methodological logic of such modules. The study applies a design-based approach: qualification indicators are connected with pedagogical topics, subject-methodological topics, digital resources, professional assignments, rubrics, and portfolio products. The results present a four-layer module structure consisting of a pedagogical layer, a physics-astronomy methodological layer, a digital-didactic layer, and an assessment-reflection layer. Six sample modules are proposed: teaching mechanics through problem-based learning, teaching electric circuits through a virtual laboratory, analyzing optical phenomena through experiments, designing an astronomy STEAM project, assessing physics knowledge through PISA-type tasks, and organizing reflection in a physics lesson. The discussion emphasizes that integrated modules can help future teachers transform theoretical knowledge into lesson plans, cases, virtual laboratory analyses, projects, tests, and reflective products. The article concludes that electronic modules in MethodEdu.uz can function as a practical bridge between pedagogical theory, subject methodology, and digital professional activity.