INTERDISCIPLINARY CONNECTIONS IN TEACHING PHYSICS

INTERDISCIPLINARY CONNECTIONS IN TEACHING PHYSICS

Ideyat Bapiyev

PhD, doctor Mahambet Utemisov West Kazakhstan university,

Kazakhstan, Oral

Nariman Seitov

Master's student, Mahambet Utemisov West Kazakhstan university,

Kazakhstan, Oral

ABSTRACT

This article reviews the literature on interdisciplinary as an approach used in teaching and learning. It not only includes materials from various disciplines, but also focuses on theoretical as well as practical work in physics. Future studies based on this review will examine the process of teaching and learning between physics and interdisciplinary connections in an attempt to find out how effective this method can be in teaching.

АННОТАЦИЯ

Эта статья посвящена обзору литературы о междисциплинарности как подходе, используемом в преподавании и обучении. Она не только включает в себя материалы из различных дисциплин, но и фокусируется на теоретической, а также практической работе по физике. В будущих исследованиях, основанных на этом обзоре, будет рассмотрен процесс преподавания и обучения между физики и межпредметных связей в попытке выяснить, насколько этот метод может быть эффективным в обучении учащихся.

Keywords: Interdisciplinary, teaching and learning of physics, secondary education and interdisciplinary relations with physics, higher education.

Ключевые слова: Междисциплинарность,  преподавание и обучение физики, среднее образование и межпредметных связей с физикой, высшее образование.

Introduction

Education is traditionally organized around the idea that students will focus their studies on at least one specific academic field of study, specialization. Specializations can range from traditional academic disciplines, such as humanities and natural sciences (for example, music, art, philosophy, physics and chemistry), to specialties that prepare students for “professional” or “applied” fields of study. The organization of education based on a discipline or field of study solves a number of pedagogical and educational tasks. Each discipline requires students to focus on specific phenomena. One of them would be to use specific analytical and descriptive methodologies, another would have specific goals, and the third would use specific conceptual ones. However, the opinion was supported that the education of students suffered from the inferior pedagogy of traditional methods that specifically focus on only one discipline. In this regard, the interdisciplinary or thematic approach has grown in the modern curriculum as an important and complex method. In particular, it is assumed that this area, which she calls "integration and implementation", has become increasingly important in recent years and that a community of researchers with a common interest in it has emerged. This field includes most of the terms and issues usually grouped under the heading of interdisciplinary education; synthesizing more than one discipline and creating groups of teachers and students who enrich the overall educational experience. It is true that the interdisciplinary approach has been defined in different ways, in the general description it is considered as “the process of answering a question, solving a problem or considering a topic that is too broad or complex to be considered within the framework of a discipline or specialization.”

Many researchers find many advantages as well as disadvantages of interdisciplinary research. There are educators who advocate the concept of interdisciplinary study based on the idea that the world itself does not exist as separate disciplines or fields of study, and that all knowledge is systematically integrated. Moreover, interdisciplinary research is considered to be a means of posing and solving problems that cannot be solved using separate methods or approaches. In addition, an interdisciplinary approach provides many benefits that develop into much needed lifelong learning skills that are essential for future learning. The foundation of interdisciplinary methods will lead to a future of discovery and innovation. For example, chemist Willard Libby, who discovered radiocarbon dating, applied his discoveries in chemistry to the discipline of archaeology and received the Nobel Prize for this discovery in 1960 (Youngblood, 2008). In general, it is widely believed and proven that interdisciplinary learning is the ideal way to approach a specific field of study, as it brings together experiences from different fields in a way that preserves and clarifies the fundamental building blocks of a given discipline. Tracing a common thread (topic or issue) through these different points of view leads to a valuable interaction between disciplines and professional skills. At best, using the strengths of each field, interdisciplinary collaboration leads to the optimal creation of something much larger than any single field could create alone. Nevertheless, educators (and specialists) continue to discuss the effectiveness of the organization of knowledge by disciplinary categories, as well as the definitions and boundaries between these categories. In addition, he supports the idea that an interdisciplinary approach should not be considered as a panacea for solving the problems of the modern education system.

Collaboration and the value of teamwork can be achieved using traditional teaching methods, and not necessarily interdisciplinary. Despite a comprehensive study of the interdisciplinary approach, the literature shows that little attention is paid to the teaching methods used in such programs and the impact of such programs or teaching methods on student learning. Since interdisciplinary education claims pedagogy and curricula that are clearly different from interdisciplinary or “traditional” disciplines, this should lead to different learning strategies between interdisciplinary and traditional disciplinary programs. The purpose of this study was to review the literature concerning interdisciplinarity as a method used both in teaching and in the study of various subjects, and especially physics and physical education.

Interdisciplinary training in physics.

Cognitive and emotional development, such as following rules, may be of secondary importance to the course. In particular, the main priority was to train schoolchildren in such a way that they could perform well and be competitive in various sports, regardless of the statements of physical education teachers that if these goals are not taught to schoolchildren at the same time, they will not be able to develop their critical thinking and problem-solving skills.. In accordance, taking into account typical physics, it was believed that cognitive and emotional goals were left to chance, and maintained that they could only be achieved through an interdisciplinary approach. In studies, although few, attempts have been made to integrate with various academic subjects and to study the impact of such programs. In addition, some other aspects of the project were investigated, such as self-esteem, personal and social responsibility and academic achievements. The survey results revealed a positive impact on all aspects studied. Similarly, the positive impact of an interdisciplinary Greek language program on language learning by preschoolers was found in the study It was shown that interdisciplinary learning had a positive impact on improving the language skills of students, and the second highly appreciated the effectiveness of an interdisciplinary physical education program for learning letters and recognizing words by preschool and primary school students through the formation of letters with their body. In addition, an increase in the interest and internal motivation of "indifferent" students was the result of an interdisciplinary physical education program integrated with concepts from the scientific field of natural sciences, the influence of an interdisciplinary program of Greek traditional dance with questions of music and sociology on the anxiety level of high school students was investigated. The results showed a significant decrease in both somatic and cognitive anxiety, as well as a significant increase in self-confidence in the experimental group. The results of the latest study contradict the results. Probably, this differentiation is due to the content of the interdisciplinary approach, which in this study consisted of questions of music and sociology, while in the study it was based on mathematics. However, Kaprinis et al (2009) confirmed what Usnik and Johnson also found the positive impact of the program on the development of mathematical skills, internal motivation and satisfaction of the promised. Similar positive learning outcomes were reported by who applied the music movement program to first grade students. In accordance with the conclusions made by Papaioannidou, who investigated the impact of an interdisciplinary program of Greek traditional dances, history and geography on the satisfaction and motivation of primary school students, as well as from the point of view of achieving target orientations through interdisciplinary physical education. Based on the above studies, the interdisciplinary integration of grammatical, historical, sociological, mathematical, musical and dietary questions with physical exercises has produced better and more positive results than teaching them in conventional curricula. According to him, the remarkable point was that the students who participated in the interdisciplinary training were very satisfied with the course and loved the teaching process more than those who were involved in traditional teaching methods, although they recognized that their decisions had to be larger and more complex than the decisions made within the framework of conventional programs.

Integration of physics.

Scientists have suggested using physics skills to consolidate concepts in academic disciplines such as physics. This method provides students and teachers with enhanced opportunities to research, solve problems and apply concepts, while providing an additional environment for collaborative learning and mutual understanding of each other's goals and objectives. In addition, according to the relationship between scientific principles and physical education and sports skills is well established. The laws of physics, especially those relating to mechanics and motion, have close parallel connections with the principles that dictate the foundations of psychomotor movement. For example, the increased popularity of strength training in high school and their integral role in programs promoting health and fitness for life make this an appropriate choice from the point of view of physics. In addition, such an approach may be a response to the lack of interest among schoolchildren in participating in the course, as a result, to a decrease in their efforts, as well as to the lack of satisfaction from this. Therefore, students should be given the opportunity to apply the concepts and principles of physics learned during formal classroom instruction. Educational environment or/and vice versa, as well as to establish cooperation and other social skills that are crucial in life. However, little research has been done on interdisciplinary physics teaching and physics education, and even less in secondary education. Both interdisciplinary learning models, which include Physical Education as an integral part of the learning process and how it has been implemented in secondary schools, emphasize the use of critical thinking, decision-making and collaborative learning skills as they consider the outstanding benefits of interdisciplinary education. Such skills will also help the teaching profession to meet the requirements of a complex and changing world. Tenoshchok developed the "Run Around the World", an interdisciplinary school-wide activity in which classes jointly ran the equivalent of the circumference of the Earth during the school year, studying mathematical applications and elements of geography. Markle formulated a program of interdisciplinary classes designed to teach the scientific foundations of physics and wellness training. Guthrie and Perea have developed integrated curriculum models that focus on interdisciplinary collaboration and the development of critical thinking processes at all levels of learning. All these models include physical ones. Education as an integral part of the learning process. Therefore, more programs of this kind are needed in secondary schools. There are three reasons for this: The success of this technique is obvious in the literature. The team learning approaches that have been implemented in physics have helped to integrate it into the curriculum; have contributed to the development of critical thinking skills; and have contributed to the joint implementation of programs.

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