Purpose. The objective of this study is to suggest and demonstrate the feasibility of a new learning model and compare learning outcomes due to the traditional and developed learning models. Methods. The advantages of the developed model are proved in accordance with statistical processing of the pedagogical experiment results using Statistica. The experiment involves 786 students who are aged 13-14 and study in grades 7-8. The time parameters of the duration of individual elements of the lesson in the traditional learning model are consistent with the methodological literature (Horonovska & Samsonova, 1985; Sadovyi, Vovkotrub, & Tryfonova, 2013). Results. The methodology of selecting generic content units (GCUs) from the subject content and their division into theoretical (TCUs) and experimental (ECUs) content units is elaborated. The total time of all TCUs gives the duration of the teaching process while the time of all ECUs is the duration of the knowledge process acquisition, and the time of GCUs is the duration of the learning process. The result of the GCUs presentation offers two learning models: traditional (sequential) and developed (parallel) ones. Conclusions. The broad implication of the present research is that the developed "parallel" model allows using the time effectively for practical students’ research work at physics lessons, and enables to give better learning outcomes, use individual and group forms of learning with observance of individualization and differentiation learning principle. This model assists in building pedagogical teaching technologies for different subjects.

中文翻译：

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提升学生学习效能的学习模型

目的。这项研究的目的是建议和证明一种新的学习模型的可行性，并比较由于传统和发达的学习模型而产生的学习成果。方法。通过使用Statistica对教学实验结果进行统计处理，证明了所开发模型的优势。该实验涉及786位年龄在13-14岁之间，并在7-8年级学习的学生。传统学习模型中课程各要素持续时间的时间参数与方法学文献一致（Horonovska＆Samsonova，1985； Sadovyi，Vovkotrub和Tryfonova，2013）。结果。阐述了从主题内容中选择通用内容单元（GCU）并将其分为理论（TCU）和实验（ECU）内容单元的方法。所有TCU的总时间为教学过程的持续时间，而所有ECU的时间为知识过程获取的持续时间，GCU的时间为学习过程的持续时间。GCU演示的结果提供了两种学习模型：传统的（顺序的）和发达的（并行的）模型。结论。本研究的广泛含义是，开发的“平行”模型可以有效地利用时间在物理课上为实际的学生进行研究工作，并能够提供更好的学习成果，在遵守个体化和个性化的前提下使用个人和小组学习形式差异学习原则。该模型有助于建立针对不同学科的教学方法。