Virtual laboratory work in physics at a technical university

In the article on the basis of the analysis of the worked out sources it is determined the necessity and expediency of carrying out cross-cutting assessment of students of physical-mathematical and technical profiles of training during the performance of laboratory works. It is conducted with the aim of timely establishment of the level of professional competence formation during training. This is an indicator of the individual's ability to succeed and confidently continue his professional development.Assessment at various stages of preparation and conduct of experimental activities of students gives the opportunity to establish the level of its correspondence to professional activity by different indicators characteristic of specialists of these profiles. In this way, students are able to gradually form and systematically support students with stable motivational potential to study, to realize their practical importance of the material and to ensure confidence in their own knowledge and skills in their practical use in further professional activity.Key words: understanding, awareness, training, teacher, questions, experiment, activity, practical importance, professional training.

IF ASKED to state in what particular the teaching of science differs from the teaching of other subjects, the average educator would probably name the laboratory method as a distinctive characteristic. Yet the laboratory method is a relatively recent innovation in the teaching of science. Amos Eaton and his fellow teachers, like Griscom and Holbrook, were teaching by the laboratory method in the third decade of the nineteenth century: Eaton in the Academy at Albany, Griscom in a private boys' school in New York City, and Holbrook in an Agricultural Seminary at Derby, New Hampshire. Eaton was the pupil of Benjamin Silliman, of Yale University, who had studied under Thomas Thomson, of Edinburgh, Scotland, the first teacher of chemistry who, so far as I know, opened his laboratory to students. Apparently, however, this effort of Eaton and his fellow teachers to establish the laboratory method of instruction was fruitless. The real introduction of the laboratory method into the secondary schools came some seventy years later. It was introduced into this country first in research work in the universities where it was copied from the European institutions; later it was introduced into college instruction; and finally into the secondary schools. The first chemical laboratory to be opened for student instruction in this country was that of the University of Pennsylvania in I835. Massachusetts Institute of Technology gave the first laboratory work in physics in i868. Agassiz' laboratory-an old boathouse-was the first for college biology. In all these students worked without guides or supervision. As late as I8 72 there were only six colleges in this country teaching chemistry by the laboratory method. In i88o, in response to a questionnaire sent out by the Bureau of Education, it was found that physics was being taught in slightly over two hundred out of more than six hundred high schools that existed. Only four of these were teaching it by the laboratory method; fifty, by the demonstration method; and the remainder were using the book method pure and simple. It was in the decade between i88o and i890 that laboratory work began to be introduced into the secondary school. In i886, Harvard University set a list of experiments in physics that must be done by students presenting that subject to fulfil

Este estudio busca construir un medio para facilitar el proceso inicial de análisis conceptual del problema experimental de un trabajo de laboratorio (TL) de Física (Fase I). En el contexto de un curso de laboratorio tradicional, donde solo hay espacio presencial para el trabajo propiamente experimental, por lo que se planteó la posibilidad de coadyuvar en la integración de los conocimientos teóricos asociados al problema y su propuesta de solución. Para tal fin se diseñó un Módulo con Simulaciones Interactivas Didácticas (MoSID) que seguía el Modelo de Aprendizaje en el Trabajo de Laboratorio en Física (MATLaF). Se ensayó con un grupo de estudiantes de la Universidad Simón Bolívar (USB) que cursaban Laboratorio. Entre los resultados destacan que los estudiantes en la post-prueba lograron expresar más ideas cercanas a las aceptadas por la ciencia que en la pre-prueba, lo cual permite considerar que la interacción con el MoSID contribuyó con la comprensión del modelo físico. Además, los estudiantes valoraron favorablemente la estrategia.

Материал подготовлен Институтом статистических исследований и экономики знаний НИУ ВШЭ Озерова Ольга Кузьминична — заведующая отделом статистики образования Института статистических исследований и экономики знаний НИУ ВШЭ. Эл. адрес: oozerova@hse.ru Адрес: Россия, 101000, Москва, ул. Мясницкая, д. 20.Забатурина Ирина Юрьевна — старший научный сотрудник Центра статистики и мониторинга образования Института статистических исследований и экономики знаний НИУ ВШЭ. Эл. адрес: izabaturina@hse.ru Адрес: Россия, 101000, Москва, ул. Мясницкая, д. 20.Кузнецова Вера Ивановна — старший научный сотрудник Центра статистики и мониторинга образования Института статистических исследований и экономики знаний НИУ ВШЭ. Эл. адрес: vkouznetsova@hse.ru Адрес: Россия, 101000, Москва, ул. Мясницкая, д. 20.Ковалёва Галина Геннадьевна - главный эксперт Центра статистики и мониторинга образования Института статистических исследований и экономики знаний НИУ ВШЭ. Эл. адрес: gkovaleva@hse.ru Адрес: Россия, 101000, Москва, ул. Мясницкая, д. 20.Качество образования зависит не только от процесса воспитания и преподавания, но и от материально-технической базы образовательных учреждений. Одним из приоритетных направлений российской государственной политики в сфере образования является приведение инфраструктуры учебных заведений к уровню, соответствующему современным стандартам. На основании результатов федерального статистического наблюдения представлены данные о состоянии материально-технической базы образовательных учреждений. Показано, что реализация приоритетного национального проекта «Образование», национальной образовательной инициативы «Наша новая школа», региональных проектов модернизации систем общего образования позволила существенно обновить инфраструктуру системы образования. Улучшилось обеспечение образовательных учреждений современным информационно-технологическим оборудованием, открывающим широкий доступ к различным образовательным ресурсам.Приведены показатели технического состояния и благоустройства зданий дошкольных и общеобразовательных (государственных и муниципальных) учреждений, их оснащенности компьютерами, в том числе с доступом в интернет; обеспеченности обучающихся в государственных и муниципальных общеобразовательных учреждениях услугами сети общественного питания, библиотеками, спортивными сооружениями.Представлены данные об обеспеченности учащихся образовательных учреждений начального, среднего и высшего профессионального образования общежитиями, услугами сети общественного питания, а также компьютерами с выходом в интернет, проекторами, интерактивными досками, принтерами, сканерами. Приведены показатели технического состояния зданий образовательных учреждений среднего и высшего профессионального образования.

<span lang="EN-US">Studying physics and many related disciplines at all education levels includes not only learning the theoretical material, but also the formation of skills and abilities to apply the knowledge gained in practice. This occurs mainly during laboratory work when students directly contact with specific laboratory equipment. With the forced transition to distance learning due to the development of the COVID-19 pandemic, the main difficulties in many universities arose precisely during the implementation of laboratory workshops. This study analyzed the possibilities of modern digital teaching aids for the effective remote implementation of a laboratory workshop in physics and related disciplines. The study was carried out on the basis of the Elabuga Institute of the Kazan Federal University. There were 79 students took part in the experiment (second and third-year students). The results showed that a well-arranged combination of various digital tools and technologies makes it possible to effectively implement laboratory works in physics and electrotechnical disciplines in a distance learning format. The research results are useful for university teachers using distance learning technologies in laboratory work in natural science disciplines.</span>

Introduction. The study of the problem of teaching students of technical universities a foreign language before and during the pandemic is relevant due to the fact that higher education is looking for ways to improve the process of education for young people, in particular, to consider the problem of teaching foreign languages in a non-linguistic university. The purpose of the study is to analyze the behavioral strategies of students of a regional university in the prepandemic and pandemic periods, focused on the formation of competencies and ensuring the achievement of the planned results of mastering the educational program when studying the discipline Foreign Language at a technical university. Materials and methods. The research material was the data of an anonymous sociological survey of 100 students of the Stupino branch of the Moscow Aviation Institute (National Research University). Research methods: search, descriptive, comparative, method of analysis based on a sociological survey, method of graphical presentation of data, Pearson's chi-square statistical method, as well as the method of systematization and generalization. Results. A comparative analysis of the results of teaching a foreign language to students of technical universities before and during the pandemic showed that the pandemic and, against its background, the accelerated development of digitalization, as well as the introduction of online platforms to ensure continuous higher education for students of Russian universities, in general, contributed to an increase in motivation to learn a foreign language and had a significant impact on a number of studied indicators related to the level of language proficiency and the structure of the educational process. Statistical differences were assessed using Pearson's χ² goodness-of-fit test at a significance level of α=0.05, taking into account the number of degrees of freedom k. For individual indicators, a significant excess of the critical values of χ² was found, which indicates statistically significant differences between the studied indicators in the pandemic period of education from the indicators of the base period. Conclusion. Nowadays, learning a foreign language plays an important role in obtaining a prestigious job for graduates of technical universities, so the lockdown period was a serious test for both students and university teachers. However, innovative solutions using technology can help overcome gaps in foreign language education for engineering students

The article shows that intellectual and creative activity of everyone living in the "Techno-democratic information society" becomes a paramount requirement, and for this it is desirable for every member of this society to rise to the level of a subject of intellectual skills, they must have information culture and technological literacy.The research presents the characteristics of "Education 4.0", which provides an effective environment for the formation of intellectual skills, and the groups of intellectual skills that must be formed in this system, formulated on a certain logical basis.The article draws attention to the fact that these tasks are designed on the principle of modeling the structure of various intellectual skills. As students complete them, they acquire intellectual skills such as determining the purpose of their work, systematizing educational material from this point of view, independently collecting material, etc. The work focuses on the didactic principles that are necessary for selecting and systematizing tasks to be applied for the purpose of forming intellectual skills, and organizing students' activities on them.

Dictated by the necessity of innovative development and experiencing the sanctions imposed by the international community , Russia confronts the problem and, at the same time the prospect, to gradually withdraw from commodity and raw materials trade orientation of the national economy towards the innovative industrially developed economy. The transition to an innovative economy forces all economic actors to perform a complex organizational and economic work and elaborate the national economy development project. The focus on innovative principles of economic development is an argument favouring the establishment of a common strategy in training specialists for domestic industry. The article is devoted to the analysis of the specificity of human capital formation in National research universities. Considering the Russian goal to create the human capital complying with the development of innovative economy the National technical and natural science research universities (NRU)have to be established.. The article reveals the NRU role in the formation of intellectual capital complying with challenges of the innovation economy, as well as the analysis of the peculiarities of NRU functioning in Russia and abroad. National research universities have to play a significant role in the formation of human capital, the development of Russia’s science and innovation culture, thus contributing to the development of innovative economy of the Russian Federation. Measures are proposed how to change the human capital formation system and provoke adequate changes of the organizational-economic mechanism of University’s management, to change the relationship of all the internal elements basing on partner relations and strategic marketing approach to the University’s activity.

Wolfgang Beyer: A Groundwater Scientist from Dresden.

The paper studies the trends of higher technical education development and establishes the relationship between education and culture as one of the conditions for solving the problems of modern society. The authors determine that one of the main problems that hinder the formation of the culture of the future engineer is the lack of a reasonable selection of cultural elements. The presence of such elements ensures the full development of the specialist. The most generalized socio-cultural components of culture are (1) the sphere of material production, (2) the cultural sphere, and (3) the sphere of communication. The authors determine the components of the culturological training content as the implementation of the support system of the integrated professional, universal cultural, and moral cultural development of technical university students. It is experimentally proved that the implementation of a cultural training system of a future engineer leads to statistically significant changes in the levels of knowledge acquisition, the formation of skills and qualities of a future specialist.

Nowadays, learner autonomy is considered to be a multidimensional and diversified concept. A number of scientists have found support for the importance of learner autonomy but there is little empirical research on using different strategies for promoting and evaluating students’ autonomy. Accordingly, in order to become better language learners, students should plan, implement, and evaluate their own learning. This study aims at fostering and evaluating students’ autonomy by scaffolding their speaking practices through role plays in an English for Special Purposes (ESP) course. The research suggests that role-play strategies should help students develop their autonomy in acquiring ESP speaking skills. The study argues that developing autonomy is an efficient way to improve students’ performance in ESP speaking skills as it provides them with relevant scaffolding. This article provides theoretical grounding for autonomy. The entry-level and post-study speaking scores (IELTS test) are compared across experimental and control groups. A class-based training course of ESP speaking was offered in an institutional setting to 38 (15 male, 23 female) second-year students at a national research university in Russia. A special questionnaire was developed to assess learner autonomy in ESP speaking, which proved that role play promoted learner autonomy and encouraged students to master ESP speaking skills. The results of the study indicate that students who were developing their speaking skills via role play performed significantly better than their peers in the control group. The level of their English language competence improved. The role plays in the ESP speaking course proved to be a viable and productive teaching strategy for fostering autonomy among students.

Training of highly qualified engineering personnel capable of solving professional tasks in a multilingual international environment is one of the main goals implemented within the framework of the national project known as “Education”. Expanding the range of languages taught and modernizing the approaches to teaching foreign languages can change the attitude to linguistic education in technical universities making it multifunctional, relevant to the time and more attractive for both Russian and international students. This article analyzes the methodological system of multilingual training of technical students elaborated by Anna A. Prokhorova and summarizes the results of an empirical study conducted on the basis of one of the leading Russian technical universities. The study aimed at examining the effectiveness of the proposed methodological system. The authors consider the latter to be a compound educational structure of a humanitarian nature, which is aimed at developing a multilingual communicative competence (MCC) among students of engineering specialties as well as their multicultural personality. MCC is interpreted from the perspective of the idea proposed by Konstantin E. Bezukladnikov, who offers to formulate it in terms of ‘readiness' and ‘ability'. Thus, the authors give the definition and describe the structural complex of the multilingual communicative competence, which includes basic and complementary components. The authors also stress that a multilingual educational process in a technical university is possible only in specific conditions that promote systematic language learning. In this regard, they suggest the idea of creating the architecture of a multilingual environment that is built on the principles of mobility, integration and digitalization. The methodological system of multilingual training was implemented and its efficiency was verified via experimental work with more than a thousand student participants majoring in various fields of engineering and belonging to dissimilar learning paths. The multilingual skills of the participants were diagnosed through observation, surveys, and modern methods of analyzing multilingual educational activities. The obtained indicators were recorded and discussed. The achieved results proved to be positive due to the introduction of multilingual modules such as facilitative, accelerative, communicative and transferable, presented by the authors. The statistical data analysis performed using the IBM SPSS Statistics program confirms the effectiveness of the implemented system and proves that its integration into the content of technical students' foreign language teaching is really promising.

The purpose of the study is to analyze the effectiveness of the formation of culture-general competencies of economics students in the context of the blended learning environment. The following results have been obtained. A blended learning system to teach Econometrics has been introduced at two Russian universities and one Kazakh university A questionnaire has been developed, and a sociological survey of economics students of the three universities has been conducted to assess the effectiveness of the formation of culture-general competencies in the context of blended learning of Econometrics. The analysis of the research results confirmed a number of hypotheses: H1 “Blended learning contributes to the formation of professional identity”, H2 “Blended learning contributes to the formation of communication skills”, H3 “Blended learning contributes to the formation of self-organization and self-education skills”, H4 “Blended learning does not lead to a decrease in academic performance”. The practical significance of the results obtained involves the fact that they make it possible to effectively implement blended learning technologies for the development of the competencies of economics students.

In this article, the theories of the formation of intellectual skills of preschool children are substantiated and presented from a practical point of view through the results of practice. In the preschool period, they revealed the possibilities of developing intellectual skills of the child through developing games. The concept of intelligence and intelligence is currently in widespread use and is becoming one of the most relevant topics. In accordance with the period of technological rapid development and globalization of our time, in accordance with demographic growth, new changes are observed in our society. In this regard, the types of skills and abilities that should be present in the younger generation are increasing. In the upbringing and training of preschool children, the focus is on the problem of educating a competitive generation through the development of the child`s physical, communicative, cognitive, intellectual, creative skills, research abilities. In the period from four to five years, the child experiences an important stage, perception and desire to learn the new, the author notes the scientifically sustained theories, the features of the experimental research are analyzed quantitatively and qualitively. The article presented a list of developmental games as effective tools for the development of intellectual skills of children of the adult group. It is written on the basis of the state program for the development of educational system Republic of Kazakhstan and the concept, and for the correct organization of intellectual skills, it is necessary To know the laws and possibilities of physiological development in a child. As noted in the article, the analysis of the content and methods of sensory education scientifically substantiated the development of perception and institution, the sequence of formation of logical thinking, revealed the psychological and pedagogical features of developing games in the formation of intellectual skills of children of preschool age group.

Background. The COVID-19 pandemic has identified the need to transform the usual practices of health care. The behavior of most social groups, including students, has become more health-preserving. However, the sustainability of the changes raises questions, determining the potential increase in health risks for young people associated with behavioral factors.The aim. To identify and assess the degree of consolidation of changes in health care practices formed during the COVID-19 pandemic and in the post-pandemic period among Russian students.Materials and methods. The study, which has a mixed design (mix methodology), was conducted in autumn 2023 – spring 2024. Three Russian universities in the Volga region, the Urals and Siberia have implemented a series of focused interviews (n = 10) and a formalized survey (n = 415) of students of social and humanitarian specialties. Results. The COVID-19 pandemic period led to the introduction of student health care practices such as the use of antiseptics and medical masks, self-isolation and vitamin intake. The high level of stress actualized the concern for mental health. However, specific physical health practices have lost popularity: only 7.9 % of students continue to use medical masks, and a quarter of respondents do not take care of their health beyond personal hygiene. Among men, this figure is 31.5 %. At the same time, mental health practices such as communication with loved ones and meditation have become more common, which may be due to the high level of anxiety in Russia.Conclusion. The behavior of young people remains stable and only changes slightly under the infl e of external factors. The COVID-19 pandemic has had a short-term impact on the health behavior of Russian youth, forcing them to pay more attention to personal hygiene measures. Health-saving practices specifi to the pandemic, for example, antiseptics or medical masks, have not taken root and have entered the “post-pandemic” pattern only among students with a high level of responsibility for their health.