DOI: https://doi.org/10.36719/2789-6919/50/31-35
Saadat Musayeva
Azerbaijan State Pedagogical University
Candidate of Physical and Mathematical Sciences
https://orcid.org/0009-0008-0772-9407
s.musayeva_ttm@mail.ru
Khankishi Mammadov
Azerbaijan State Pedagogical University
PhD in Technology
https://orcid.org/0009-0006-6978-3084
kankishimamedov_53@mail.ru
Sevinj Ibrahimova
Azerbaijan State Pedagogical University
https://orcid.org/0009-0009-2194-2412
ibrahimovasevinc037@gmail.com
Gular Safarova
Azerbaijan State Pedagogical University
https://orcid.org/0009-0002-4926-2565
gulersafarova.90@gmail.com
Features of Interdisciplinary Connections in
Teaching Materials Science
Abstract
Interdisciplinary connections play a special role in the formation of scientific concepts. This also applies to the subject of materials science. This study examines the characteristic features of interdisciplinary connections in the teaching of materials science, i.e., the synthesis of concepts, knowledge, skills, and principles covered by two or more subjects. This helps students develop theoretical knowledge, skills, and abilities, as well as enrich their practical experience. It should be noted that the issue of interdisciplinary connections has deep historical roots. The founder of pedagogical science, the great Czech educator J.A.Kamensky, wrote on this subject: “Everything that is interconnected must be studied sequentially.” This allows students to see phenomena in more detail. The subject of materials science has the ability to establish connections with other subjects - mathematics, physics, chemistry, fine arts, biology, music, history, geography, and a number of technical subjects, which is one of its distinctive features. In this regard, it seems important, necessary, and interesting to study the characteristics of interdisciplinary connections in the teaching of materials science when training personnel in the specialty of “technology teacher.” The study was conducted in two aspects: 1) teaching materials science in the context of chemistry; 2) teaching materials science in the context of physics. The above can be considered, perhaps, the most realistic, universal, and optimal source of knowledge about the world, which testifies to the relevance of this issue.
Keywords: materials science, technology teaching, scientific concepts, interdisciplinary connection, interdisciplinary integration, concept formation