FORMATION OF META-SUBJECT SCIENTIFIC KNOWLEDGE IN THE STUDY OF PHYSICS AT A RESEARCH UNIVERSITY

Abstract

The article examines the problem of formation of metasubject scientific knowledge when studying physics at a research university. The relevance of the problem and research topic is confirmed by changes in the system of higher education caused by global trends of our time (development of artificial intelligence, digitalization of all spheres of human activity, integration of science and practice, new status of the university, etc.). The consequence of these changes is the growing need for specialists who are able to live and work in new and constantly changing conditions. A research university differs from classical universities in that a research approach is present in all areas of its activity (educational, scientific, methodical, and academic). Subject teaching methods must also change their approaches. The methodology of physics training for students of technical fields should be transformed due to global changes in higher education. A particularly important issue is the formation of students' metasubject knowledge. This question is studied in the article, on the example of the formation of metasubject knowledge and the transfer of phenomena. The effectiveness of the author's approach is confirmed by the results of a pedagogical experiment.