INDUCTIVE METHODS IN TEACHING TO NATURAL-SCIENTIFIC DISCIPLINES IN ENGINEERING UNIVERSITY

Two educational technologies based on deductive and inductive methods of teaching on the example of physics teaching in universities are considered in the article. With insufficiently formed base of school knowledge and a small number of class hours, the use of deductive teaching methods for the formation of systematic basic knowledge of physics is necessary. Nevertheless, with a large number of hours devoted to out-of-class work and sufficiently low motivation of students of the first courses of the university, it is advisable to use inductive methods of teaching the disciplines of the natural-science cycle that allow students to form an informed, result-oriented approach to their own learning. If we talk about the most general algorithm of the inductive technique, it looks like this: students receive the task, and then develop a strategy for its implementation. Then students select the necessary information from various sources, and then the actual solution of the set of questions begins in which students apply the available knowledge and determine the field of knowledge that they need to master. As a result, after the completion of the study, students can present a report and / or a presentation of the developed solution or take an examination that will allow students to demonstrate their knowledge and skills corresponding to the aims of the training. In any inductive method, an authentic task is posed, which is most often solved by students in groups. Inductive teaching and learning is a generic term that includes a number of teaching methods such as inquiry learning, just-in-time teaching, case-based teaching, the project-based learning method and the problem-based learning method. All these methods involve the use of ICT in one way or another: in the search for information, the use of various online sites, both public and intra-university for communication and data exchange, the creation of computer models, the use of various applets. The use of this or that inductive method depends, first of all, on the learning objectives of the teacher, his experience and students’ readiness to work on these methods, as well as the availability of any developments within, say, the taught discipline or module of disciplines. In modern conditions, when teaching fundamental disciplines such as physics, mathematics, chemistry, etc., preference is given to deductive methods due to the specifics of the discipline-beginning with the presentation of the basic principles in lectures and fixing the material in practical exercises by solving typical physical problems and performing a laboratory work. Basic knowledge may be laid only in this way. But, on the other hand, the trend is that the time devoted to the study of these disciplines becomes catastrophically small, and the interest of students in their studies is rather low. And here induction methods with their powerful motivational component are simply necessary. Inductive methods are aimed at ensuring that students consciously (results-oriented) approach their own learning. They contribute to intellectual development, contribute to the acquisition of skills of critical thinking and self-education, professional skills of individual and group work. Of course, it will be necessary to perform a very large, difficult and time-consuming work. However, if these measures are taken, students will receive a powerful impulse of intellectual development, acquire the skills of critical thinking and self-education, as well as professional skills of individual and group work. That as a result will help them to become popular specialists. The article is of great practical importance. Particular attention is paid to the description of inductive methods that can be used in teaching physics courses. For more detailed familiarization of teachers with the features of the above-mentioned teaching methods, the article discusses their capabilities, the most common difficulties and expected results.

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