Technologies of Cooperative Learning in Physics Lessons

The article examines group forms of work as effective ways of organizing educational activities for the formation of key skills of the 21st century - the ability to work in a team, which in the language of normative documents is defined as: the ability to support the constructive ideas of others, to facilitate their implementation, the ability to be responsible for making balanced decisions during own and group activities, the ability to cooperate in a group during problem solving, nature research, project implementation, to appreciate everyone's contribution to the group's activities, to realize the advantages of constructive cooperation for solving problems. These qualities and skills can be formed by using in the educational process modern educational technologies of the group form of learning - the technology of cooperative learning. The technology of cooperative learning is singled out as a form of work in a group that contributes to obtaining a common result through the performance of individual tasks and the cooperation of group members. The characteristics of cooperative learning that distinguish it from group learning are described. Characteristic elements of cooperative learning, such as positive interdependence, individual responsibility, personal assistance, interpersonal communication, group study and possible ways of ensuring them in the educational process, are presented. The article classifies cooperative groups into informal, formal, and basic, and also describes the strategies for forming formal and basic cooperative groups. Proposed steps of the technology of organizing cooperative learning, including: choosing a strategy, selecting tasks, selecting support and evaluation techniques, including teacher evaluation, self-evaluation, and mutual evaluation. It has been found that in physics lessons, group forms of work not only ensure the formation of social competence, but also contribute to the expansion of students' knowledge of the topic, provided that the students of the group work on various issues and deepen their knowledge, provided that all students of the same group consider the same issue. The use of cooperative learning technologies is convenient for solving integrated PISA tasks, during laboratory and project work.