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2014 | 5(39) | 338-347

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Differentiated approach in teaching physics to the students of nonphysical specialties of natural sciences direction

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The course of physics is perceived by the majority of students of nonphysical specialties as the discipline that has no attitude toward their future professional activity. Therefore due attention is not paid to its study. Absence of motivation results in the decline of cognitive activity of students and the quality of knowledge. For achievement of primary purpose of teaching it is necessary to use the differentiated approach that will provide the professionally-oriented teaching physics. Material of lectures, practical and laboratory workshops must demonstrate to the students the possibility of physics in the context of future professional activity. Physics plays an important role in the formation of the scientific worldview of students. During the study of physics the student should understand that in all its diversity surrounding material world is a unity. This unity is manifested primarily in the fact that all the phenomena, no matter how difficult they may seem, are the moving matter in different states and properties are have material origin. The unity of the world is also evident in the relationship of all the phenomena, the possibility of interconversion of forms of matter and motion. However, the unity of the world is manifested in the existence of some general laws of motion of matter (laws of conservation of energy, momentum, electric charge, the relationship of mass and energy and so on). The task of physics and other natural sciences is to identify the most general laws of nature and to explain on their basis specific phenomena and processes. Teaching physics to non-physical specialties of classical universities will be the most effective if the system of differentiation of teaching physics with regard to the future profession of the students will be implemented, namely:differential approach to the content of educational; extensive use of cross-curricular links of physics with related subjects; selection of appropriate forms of educational practice; taking into account individual characteristics and abilities of the students. This approach will promote a logically-structured, qualitative learning; provide the opportunity for students to receive new information, additional material, to form the ability to produce new knowledge and to instill the desire for self-knowledge acquisition.


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