Methodical Training of the Undergraduates to Interdisciplinary Integration in Teaching Physics
Abstract
Aim. Developing of the model of training of undergraduetes to the implementation of interdisciplinary integration. Methods. Theoretical: analysis of literature, study and generalization of pedagogical experience, modeling. Results. The authors of the article suggest the structure of the model of training of undergraduates to realization of cross-curricular integration; they define the criteria and indicators of readiness of a bachelor to interdisciplinary integration in teaching physics. Conclusion. Using the proposed model of the training of undergraduates to realization of cross-curricular integration in the process of teaching physics allows forming the basic knowledge, skills and initial experience of the undergraduates for realization of interdisciplinary integration at the present level.
About the Authors
M. M. Mirzaeva
Dagestan State Pedagogical University
Russian Federation
Ph. D. (Pedagogy), assistant professor, the chair of General, Experimental Physics and Methods of Teaching (GEPMT), Faculty of the Physics, Mathematics and Computer Science (FPMCS), DSPU, Makhachkala, Russia
Russian Federation
Ph. D. (Pedagogy), assistant professor, the chair of General, Experimental Physics and Methods of Teaching (GEPMT), Faculty of the Physics, Mathematics and Computer Science (FPMCS), DSPU, Makhachkala, Russia
A. A. Gaidaev
Dagestan State Pedagogical University
Russian Federation
Ph. D. (Physics and Mathematics), assistant professor, the chair of Theoretical Physics and Technical Dicsiplines (TPTD), FPMCS, DSPU, Makhachkala, Russia
Russian Federation
Ph. D. (Physics and Mathematics), assistant professor, the chair of Theoretical Physics and Technical Dicsiplines (TPTD), FPMCS, DSPU, Makhachkala, Russia
References
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Review
For citations:
Mirzaeva M.M., Gaidaev A.A. Methodical Training of the Undergraduates to Interdisciplinary Integration in Teaching Physics. Dagestan State Pedagogical University. Journal. Psychological and Pedagogical Sciences. 2016;10(3):85-90. (In Russ.)
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