Manifestation of Ambivalent Properties in the Studyed Material on School Physics

Abstract

The paper considers the concept of ambivalence as a driving force for the development of the worldview of an individual and society as a whole at the present development stage. Ambivalent properties are manifested in various fields of scientific knowledge. We find the use of ambivalence in the study of multiple sections of the school physics course to be organic and expedient. Understanding the ambivalent properties of many physical processes and phenomena eliminates their formal presentation, and as a result, students' understanding and assimilation. The proposed approach allows the formation of more profound systemic knowledge of students, to avoid errors and misinterpretations of the physical picture of the world.