FROM THE EXPERIENCE OF DEVELOPING HISTORICAL-METHODOLOGICAL DIDACTIC CONTENT ON THEORY OF RELATIVITY

The relevance of this research is determined by the fact that the quality of training specialists in physics for science and education depends not only on their level of specialized knowledge but also on their cognitive thinking and metacognitive skills. In the digital era, the development of educational content for specialized courses aligned with modern constructivist didactic systems remains a pressing challenge. These systems aim to enhance the learning process through the integration of historical and methodological material. However, in the current practice of scientific and professional education, the application of metacognitive learning technologies is rare due to the lack of systematized historical-methodological content based on primary sources and methodological literature. The study aims to develop historical-methodological didactic content for a specialized course section on “Einstein’s Theory of Relativity.” The theoretical basis of the research involves the analysis of primary sources on the topic using a cognitive approach. Research Results: 1) based on a review and analysis of events from the first half of the 20th century, which saw a revolutionary leap in the development of physics content and methodology, historical facts concerning the emergence, development, and formulation of the fundamental principles of Einstein’s theory of relativity were selected and methodologically analyzed. 2) a methodological analysis of these facts was conducted to create metacognitive didactic content for student education. Keywords: didactic content, special theory of relativity, cognitive approach, methodological analysis, historical-methodological content, constructivist didactics.