ARTIFICIAL INTELLIGENCE TOOLS AS A RESOURCE FOR MODERNIZING THE METHODOLOGY OF TEACHING PHYSICS IN GENERAL SECONDARY EDUCATION INSTITUTIONS

Abstract

The purpose of the article is to determine the pedagogical potential of artificial intelligence (AI) tools for modernizing the methods of teaching physics in general secondary education, as well as to formulate practical recommendations for integrating these technologies into the educational process. The study applies a comprehensive methodological approach, including theoretical analysis and synthesis of modern scientific and pedagogical sources, comparative analysis of the experience of implementing AI technologies in leading countries (USA, Finland, Singapore), generalization of successful practices and pedagogical modeling to develop the author's methodology for using AI in physics teaching. The source base includes publications by foreign scientists, international educational reports, and practical cases of AI technologies. As a result, it is proved that AI tools have significant potential for personalizing and improving the effectiveness of physics education. Five main categories of AI solutions have been identified: intelligent educational chatbots (e.g., ChatGPT, Khanmigo), adaptive learning systems, automated assessment systems, virtual laboratories and simulations, and recommendation algorithms for educational content. It has been determined that their integration contributes to the individualization of educational trajectories, increased student engagement, the formation of critical thinking, and improved visualization of abstract physical concepts. The article shows successful models of AI technologies implementation in the USA, Finland, and Singapore, which led to increased student motivation and improved learning outcomes. The author's own methodology of “cooperation with an AI assistant” is proposed, which combines the functions of a virtual tutor with group work and reflective practices. At the same time, the author emphasizes the risks of using AI: insufficient training of teachers, digital inequality, potential algorithmic errors, threats to academic integrity, and the need to comply with ethical standards. It is concluded that artificial intelligence is an effective resource for modernizing physics teaching methods that can improve the quality of the educational process, but its effective implementation requires investment in teacher training, infrastructure development, and the creation of an ethical framework. The optimal approach is when a teacher and AI work in tandem, combining pedagogical competence with technological capabilities. This synergy can create an innovative, flexible, and humanistic learning environment that meets the challenges of modern education.