TEACHING "PHYSICS OF THE SOLAR" BASED ON AN INTEGRATIVE APPROACH (BASED ON THE EXAMPLE OF ACADEMIC LYCEUMS)

SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 10 OCTOBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 151 TEACHING "PHYSICS OF THE SOLAR" BASED ON AN INTEGRATIVE APPROACH (BASED ON THE EXAMPLE OF ACADEMIC LYCEUMS) A.R. Sattorov1, B.R. Rakhimova2, M.O. Rustamova3 Associate Professor, Department of Physics and Astronomy, Navoi State University1 Student, Physics and Astronomy Program, Navoi State University2 Student, Physics and Astronomy Program, Navoi State University3 https://doi.org/10.5281/zenodo.17468822 Abstract. The article examines the problems of teaching knowledge in the discipline "Physics of the Sun" within the framework of the academic subjects "Physics" and "Astronomy" taught in academic lyceums, based on an integrative approach. The current stage of development of the subject "Physics of the Sun" in academic lyceums demonstrates the integrative nature of science, which is increasingly acquiring the character of solving scientific problems in an interdisciplinary and collective manner. The article also provides a methodological justification for the methodological possibilities of an integrative approach in improving the quality and effectiveness of education. Keywords: academic lyceums, astrophysics, astronomy, structure of the Sun, solar physics, stars and planets, solar corona. Introduction It has been extensively documented that the International Astronomical Union (IAU)'s new expanded strategic action plan for 2020–2030 outlines five key goals, including "Supporting the development of the next generation of astronomers and scientists," "Coordinating professional objectives and interacting with other fields at the professional level," and "Using astronomy for teaching and learning in schools." For achieving these goals, special attention is being paid to implementing them in our country at the state level, and practical work is being carried out. Positive approaches to the study and development of astronomy have emerged. The numerous studies have confirmed that integration is the restoration of educational processes, the unification of individual parts and functions of a system into a unified whole, as well as the process leading to this. Therefore, in astronomy teaching, educational integration can be interpreted in various ways [4, 5]. In astronomy teaching, the concept of "integration" manifests itself in two meanings: as the goal of astronomy education and as a means of teaching. At the current stage of development, the subject "Physics of the Sun" in academic lyceums is becoming increasingly integrative, and it increasingly features interdisciplinary, collaborative approaches to solving scientific problems. Research materials and methodology The textbook "Astronomy," published by scientist, Doctor of Pedagogical Sciences, Professor M. Mamadazimov, a recognized outstanding teacher of astronomy in our country, is currently considered the primary source material for students in academic lyceums and vocational schools. Chapter VI of this textbook contains eight sections devoted to solar physics. Therefore, we decided to analyze the interpretation of knowledge on "Physics of the Sun" in the textbook "Astronomy," published in 2008. SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 10 OCTOBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 152 It can be clearly observed that Chapter VI of the textbook, titled "The Sun – the closest star to Earth," initially establishes the Sun as the closest star to Earth and the role of solar radiation in ensuring the continuity of natural processes on Earth, particularly life on Earth. It also provides general information about the Sun. The textbook's presentation is noteworthy in that the results obtained using spectral analysis to determine the Sun's structural composition are illustrated with specific visual images. Thus, the presence of chemical elements such as hydrogen, sodium, calcium, magnesium, and iron in the Sun expands students' knowledge of the Sun and plays an important role in fostering their interest in science. In this regard, we consider it appropriate to note that physical measurements used in the study of the Sun and other celestial bodies provide humanity with new astrophysical knowledge. Furthermore, this section contains reliable information that the amount of solar energy per square meter of the Earth's surface is very large, which is called the solar constant, and its value significantly exceeds the energy of a large hydroelectric power station. This is important not only for developing students' skills in comparative analysis of processes in various systems, but also provides them with the opportunity to learn elements of knowledge that are relevant for ensuring the integration of science, education, and industry [1]. The section 2 of this textbook states that the lower layer of the Sun's atmosphere, that is, the photosphere, which is observed in the lower layer of the Sun's atmosphere and which is clearly visible in a photograph of the Sun obtained using a special telescope, is granularity, that is, granules resembling a honeycomb on its surface. It is also explained that in recent years, clear images of granularity have been obtained using solar telescopes, and using these images, the brightness of the granules, their lifetime, and their physical nature have been spectrally studied, and that they are the result of convective processes occurring in the photosphere. This section also describes flares observed in the solar photosphere, the occurrence of sunspots along with flares, and flare sizes larger than sunspots. Sunspot sizes range from several thousand to several hundred thousand kilometers, they have a strong magnetic field, and sunspots can be observed individually or in groups. Within a given group, in addition to one or two large spots with opposite magnetic poles, several smaller spots can also be observed. Systematic changes in the number of sunspots over the years are reflected in astrophysical analyses. It is evident from the data that section 6 of this textbook is entitled "The Solar Corona." The shape and color of the solar corona during a total solar eclipse are related to the level of solar activity, the fact that the majority of the light that makes up the solar corona does not originate within it, but rather is formed by the scattering of photospheric rays by particles in the solar atmosphere. Calculations indicate that the solar corona contains approximately 100 million free electrons per cubic centimeter [1]. The section 7 of this textbook is entitled "The Source of Solar Energy." It presents the law of conservation of energy, the role of solar energy in the distribution of energy in the solar system, the source of solar energy, and theoretical methods for calculating it. In this section, knowledge of the source of the Sun's energy was obtained by applying knowledge of nuclear physics to astronomy, which was explained based on a number of physical considerations. There is substantial evidence to suggest that section 8 of this textbook is entitled "Solar Activity and Its Impact on Earth," which explains that many physical and biological phenomena observed on Earth are directly related to changes in the Sun's energy field. In particular, solar energy is the source of life on Earth. At the same time, this section contains important information about the possibility of understanding changes in the Sun based on the intensity of electromagnetic SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 10 OCTOBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 153 waves coming from the Sun to Earth, as well as the close connections between these changes and their impact on the Earth's magnetic field and human health [1]. Figure 1. Integrated teaching scheme for the "Physics of the Sun" section at different stages of learning In this article, it is generally accepted that integrated framework for teaching "Physics of the Sun" at various stages of education, based on an integrative approach (Figure 1). This framework proposes explaining the teaching of solar physics in secondary schools and academic lyceums using elements of integration. In accordance with its goals and objectives, the subjects require students to develop knowledge, skills, and competencies related to the teaching methods of the subject. This is reflected in the integration of knowledge acquired by students from physics, Integrated scheme for teaching the section "Solar Physics" at different stages of education IN GENERAL SCHOOLS ELEMENTS OF INTEGRATION IN ACADEMIC LYCEUMS The information is provided about the rotation of the Sun around its axis, the device for measuring the solar constant (pyrheliometer), its structure, and the principle of operation. The results of the spectral analysis of the Sun's composition are visually illustrated. The presence of chemical elements in the Sun expands students' knowledge about the Sun. The effects of solar activity on the Earth's biosphere and human health, the phase of epidemic diseases, and the human nervous system are described. The knowledge of solar physics is at the core of physics and astronomy taught in the general education system. The use of physical laws to determine the specific characteristics of astronomical objects is reflected in the integration of physical and astronomical knowledge. The knowledge of solar physics is integrated with the laws of biology, medicine, and mathematics. The general concepts about the Sun, differences between planets and stars are given The importance of the Sun in sustaining life on Earth and the history of ideas about the nature of light are discussed. The causes of the formation of polar ice caps and the protective properties of the Earth's magnetic field are described. The general information is provided about the generation of solar energy and its transmission to Earth. The student relies on his or her knowledge of chemistry to understand a chemical reaction. This is reflected in the integration of knowledge gained in physics and chemistry. The fact that knowledge about the Sun's energy source was obtained as a result of the application of nuclear physics knowledge to astronomy was explained on the basis of a number of physical considerations. The process contributes to the advancement of students’ knowledge in the section “Physics of the Sun”. SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 10 OCTOBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 154 chemistry, biology, medicine, mathematics and other disciplines when teaching knowledge in the section "Physics of the Sun". It has been shown through analysis that effective use of these integrated elements is essential for developing students' general competencies in solar physics. They learn fundamental concepts related to systems thinking and the mechanisms underlying the emergence of general relationships, connections, and dynamic interactions between phenomena occurring in the Universe. Modern students need more than just mastering scientific knowledge; they also need to possess the skills to connect acquired scientific knowledge to practice. The role and significance of an integrated approach in developing these skills in students is important, and it is necessary to improve the effective use of this approach's methodological capabilities. Conclusion It is fundamentally important to acknowledge that effective use of an integrated approach in teaching astronomical knowledge on the topic of "Physics of the Sun" within the framework of the "Physics" and "Astronomy" subjects in academic lyceums is essential for developing students' integrative thinking skills. This requires increasing the effectiveness of pedagogical research aimed at expanding the scope of application of the integrative approach in the educational process. An integrative approach is essential for effectively conveying to students the basic concepts and principles of solar physics, their interrelations, and reinforcing them with practical examples. REFERENCES 1. Mamadazimov, M. Astronomy Textbook for Academic Lyceums and Professional Colleges. – T.: Davr, 2008. – 260 p. 2. Olmasova, M.Kh., Mirzaakhmedov, B.B. Physical Optics, Atomic and Nuclear Physics. – T.: Cholpon, 2010. – 384 p. 3. Sattorov, A.R. Methodological Manual "Modern Physics of the Sun". Tashkent: Sano-Stadart Publishing House, 2011. – 64 p. 4. Kamolov, I.R., Sattorov. Improving the Teaching of the "Physics of the Sun" Section Based on an Integrative Approach. Proceedings of the Republican Scientific and Practical Conference "Methodology for Using Modern Educational Technologies in Teaching Astronomy: Problems and Solutions." Navoi, 2022. 5. A.R. Sattorov, "Teaching Solar Physics in General Education Schools Using an Integrative Approach." 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