Abstract:

Quality higher engineering education is impossible without good basic training in physics and mathematics. In recent times, a significant number of first-year students experience difficulties in the perception of education content due to insufficient training in these disciplines which sometimes leads to a loss of learning motivation. Often students do not see any connection between individual academic subjects and put in question the necessity to study certain general education disciplines as they do not realize where and how they can be applied in future professional activity. Knowledge of the culture of physics-oriented thinking, the ability to generalize, analyze, perceive information and identify the essence of physical laws, phenomena and processes is impossible without the use of mathematical apparatus, therefore the problem of interdisciplinary connections is always a prime focus in teaching due to the interrelation of these disciplines.

The authors of the article have been working over the past few years to adapt first-year students to university studies and to strengthen interdisciplinary connections in the process of teaching physics and mathematical analysis to first- and second-year students studying at the Institute of Physics and Technology, Petrozavodsk State University.

As examples of the activities carried out, the article discusses the features of the organization of the adaptation week for the gradual and seamless transition of first-year students to a system of university education that is new for them; lecturers’ agreement on the topics and teaching schedules for physics and mathematical analysis; the development of individual educational pathways for students with different initial levels of training in physics and mathematics; involvement of undergraduate students into scientific research and project activities and participation in a student conference with interdisciplinary reports.

The experience of the work has shown that such activities are essential to create conditions for increasing learning motivation, developing students’ personal abilities and independent thinking, expanding their horizons and even for the popularization of such disciplines as physics and mathematical analysis. Involvement of first- and second-year students into research activities makes them an active part of the learning process and creates the atmosphere for the development of scientific and creative potential. Future engineers acquire the necessary skills in the design of a physics experiment (laboratory, demonstration, computer) applying the knowledge of conceptual and theoretical foundations of physics in future professional activity.

Keywords:

Teaching physics, mathematical analysis, interdisciplinary connections, academic adaptation, project-based learning, active learning.