Педагогические науки/Проблемы подготовки специалистов

Doctor of Phys. and Math. Sci. Reshetnyak S.O., Cand. of Tech. Sci. Porev S.M.

National Technical University of Ukraine «Kyiv Polytechnic Institute»

Encouraging motivation for scientific work of high school students on an example the study of the magnetic characteristics of solids

One of the major drawbacks of the training of future professionals in higher education is an inert training programs, and often a formality of the educational process, including quality requirements for the execution of certain tasks. It is no secret that the success of the training depends largely on the ability of the teacher to awaken the interest of students and their enthusiasm not only to the subject matter (specific task), but also to seek additional information regarding the studied section of a particular academic discipline. And each teacher according to his vision of material and assessment of learning problems with non-homogeneous student audience chooses the best ways of presenting the material in the circumstances.

It should be noted that non-formal teachers' attitude to their duties causes a similar one of students to the study, which significantly increases the level of education, and the process of learning becomes for all participants much more attractive form.

One way of increasing the interest of the student audience in an independent study of the discipline is to hold seminars. Moreover, it is desirable that students be involved not only in the preparation of materials, but at least in some measure have the choice of the theme of seminars – of course, within the studied section. In other words, the teacher sets the general outline of a class, and the students determine the order of presentation and the nuances of the individual parts of the studied problem.

The teacher is desirable to maximize the creative impulse to manifest the students, giving them an opportunity to show not only the ability to express the essence of the issue, analyse the material, draw conclusions, and the like, but also to experience as much as possible to a greater extent responsible for conducting classes, i.e. feel is not so much an object of study as equal (to the extent possible) the subject of the creative learning process. As a rule, such an organization of the learning process of mastering the material results increase significantly.

As an example, the study of the magnetic characteristics of solids within disciplines such as physics of magnetic phenomena, or solid-state physics.

Students always perceived with interest the information in the first place, is a bright and clear, and secondly, on the verge of interdisciplinary connections. One of the objects traditionally causes a surge of interest in the classroom is, for example, levitron.

Levitron – a gyroscope, which rotates, is able to "hang" in the air on a special basis, forming a magnetic cushion. As in the untwisted state, magnetic top weight of about 20 grams is able to hang on a special system of permanent magnets arranged in a box (as the permanent magnets, levitron does not require a source of electrical current). Gyroscope is a permanent magnet ring with an axis perpendicular through the center of symmetry. The magnet in the box usually also the ring but of larger diameter. The shape of the magnetic field caused by a combination of these two sizes. Above the center of a large magnet at a certain distance of a potential well is formed, there is a small area in the center of the magnetic field which is somewhat weaker than the edges. It does not deviate from the center of the gyroscope base. The size of this zone is determined by weight, the magnetic field of the top, and the place where the phenomenon is possible. Rotation is necessary to top not overturned. The moment of inertia of a rotating body, according to the law of conservation of angular momentum holds a top position in the repulsive pole down. Gyroscope is experiencing friction force only air, so that it can float for a long time.

Levitron is a classic example illustrating the laws studied usually within different disciplines. In this case, it combines the knowledge gained in the study of mechanics and physics of magnetic phenomena. Moreover, students with pleasure and enthusiasm made itself a working model of the Levitron and together with the teacher get the pleasure of seeing with their own hands created the current demonstration of greatness and nontrivial laws of nature.

It is one of the examples of creative students' interest in participating actively in the learning process. Ideally, the whole process of learning should be built on such a creative participation. It is clear that a fundamental part of the learning process is more routine and not always so bright and attractive, but the teacher always has the ability to "dilute" lectures one such training, supporting students' interest in studying the discipline. The key here is the feedback through the "teacher – student", and the teacher must be able to respond to the "fatigue" student audience from routine material, which in turn requires a good contact and trust between students and teachers. In any case, respect for the teacher to the students and finding innovative ways of presenting the material always finds a response and, as a rule, leads eventually to a serious increase in both student performance and their social and communication skills.

It should be noted that the successful mastery of teaching material, supported by a creative approach to learning is the key to further professional growth of students and stimulates their interest in research and innovative solutions.