THE SIGNIFICANCE OF VARIOUS SCIENTIFIC KNOWLEDGE CATEGORIES IN NURTURING STUDENTS' CREATIVITY
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Abstract
In the thesis, the formation of types of scientific cognition, especially epistemic cognition among students is considered as an example of problems related to the analysis of the movement of a point charge in the electric field of uniformly charged bodies of finite size. In addition, the integration of electric field strength over different intervals was shown to obtain information about the trajectory of the field force lines consisting of broken lines and the trajectory of the point charge accordingly. It is proposed that solving these types of problems helps students acquire epistemic knowledge and develop creativity by applying it to possible conditions.
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