The educational effect of the interdisciplinarity of the knowledge component in teaching and educating students in physics

the article presents the results of a theoretical study of the relationship between the knowledge and skills of two scientific disciplines, physics and mathematics, in order to identify and scientifically substantiate the assumption that mathematical knowledge and skills act as an integral component of high–quality physics education. As part of the research, a scientific concept was created that reflects the process of acquiring knowledge and skills in the field of physics through the development and application of mathematical skills and technological processes in the context of physics by establishing the correlation value, which demonstrated the presence of a positive and reliable relationship. The main research method was the Pearson correlation method, which made it possible to establish the validity of the hypothesis put forward, according to which mathematical knowledge and skills are important components of high-quality physics education, and, consequently, students' academic achievements. The substantiation of vertical and horizontal articulation made it possible to formulate practice-oriented conclusions providing for the modernization of the curricula of courses in both disciplines in order to improve the quality of teaching and learning of students in the educational system of a holistic picture of the physical world. The results of the research can become the basis for the development of educational and methodological material in the framework of professional training of teachers of physics and mathematics.

physics, students, correlation, knowledge component, vertical and horizontal articulation