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volume 4, issue 3, 2025
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DIFFERENTIATED PHYSICS EDUCATION FOR FUTURE ENGINEERS
Imomov Obidjon Elamonovich
Senior Lecturer, Department of Natural Sciences,
Karshi State Technical University
Abstract:
This article explores methods for enhancing the professional development of
future engineers through differentiated instruction in lectures, practical training, and laboratory
sessions. It emphasizes the use of targeted teaching strategies that foster skills in engineering
design and project-based activities.
Keywords:
paradigm, didactic principle, synergetic principle, methodology, concept,
nonlinear learning trajectories, differentiated education, innovative learning.
The deliberate and context-sensitive selection of appropriate teaching methods, or their
effective integration, allows educators to address specific didactic objectives by considering the
individual characteristics and needs of students. One instructional strategy involves encouraging
students to submit written questions related to the topic during lectures. These questions are
formulated approximately 2–3 minutes after the topic is introduced. The instructor then spends
an additional 3–5 minutes grouping and interpreting the questions based on semantic meaning.
The lecture proceeds without directly answering the individual questions but is instead developed
in a structured, logical, and coherent manner that indirectly addresses the students’ inquiries. At
the end of the session, the instructor reflects on the submitted questions as a measure of the
learners’ understanding and interest in the topic.
In our view, using social media platforms such as Telegram, Facebook, or Instagram to
facilitate active learning outside the classroom is highly effective. Moderators are selected from
among students to oversee these group discussions. This strategy helps to optimize classroom
time by shifting theoretical exploration into students’ self-paced study environments, allowing
the class to focus on the more complex and essential aspects of the subject. Additionally, this
model enables repeated access to lecture materials, supports differentiated instruction, and caters
to various learning styles and cognitive processing speeds.
Practical lessons can also be structured using active methodologies that promote critical
thinking and real-world problem-solving skills. These include:
Project-Based Learning (PBL):
An instructional model where students gain knowledge
and skills through the completion of progressively more complex tasks. These tasks are carried
out independently or in groups under the guidance of the instructor and involve various formats
such as research, planning, design, and graphical work. PBL is a powerful blend of both active
and interactive teaching strategies that cultivates students' initiative, responsibility, and creativity.
Portfolio Method:
This method serves as both an assessment tool and a developmental
resource, compiling selected student works over time. It allows for an evaluation of the student’s
academic progress, alignment with learning goals, and readiness for professional practice.
Game-Based Learning:
A pedagogical strategy that encourages collaborative, scenario-
based problem-solving. Rather than simply testing knowledge, this method transitions students
from passive to active learning modes, helping them develop soft skills such as communication,
teamwork, and decision-making.
Training Sessions:
These consist of structured combinations of exercises and
educational games that promote active participation, cooperation, and the development of new
competencies, both academic and professional.
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Case-Based Learning:
This method immerses students in analyzing practical,
ambiguous real-world situations, thereby enhancing their capacity for critical thinking, reasoning
under uncertainty, and applying theoretical knowledge to practical contexts.
After conducting an introductory assessment to evaluate students’ baseline understanding
of the theoretical content, learners are invited to solve physics problems individually or in pairs.
These may involve reviewing correct solutions presented on the board or engaging in
independent problem-solving without guidance. To conclude the practical lesson, a formative
assessment is implemented using tiered tasks of varying complexity. Students select their
preferred challenge level, encouraging self-regulated learning and strategic problem-solving.
Tasks at higher difficulty levels require a deeper application of logical reasoning and analytical
operations.
Interactive education differs in essential ways from traditional pedagogical models. In
modern interactive courses, approximately 86% of instructors prefer using interactive
whiteboards or digital presentation tools to engage students. From a psychological standpoint,
interactive learning is based on the dynamics of interpersonal relationships. It recognizes both
the teacher and the student as active agents in the knowledge creation process. Beyond
enhancing memory, attention, and perception, interactive instruction fosters creativity,
communication, behavior modulation, and critical thinking.
Additional interactive strategies include:
Brainstorming:
A collaborative technique in which group members generate ideas by
posing questions and counterexamples. The instructor facilitates the creation of problem
scenarios, and students actively participate in their resolution, promoting group creativity and
cognitive flexibility.
Synectics Method:
This method promotes creative thinking by drawing analogies and
metaphors. It requires broad intellectual engagement and fosters the development of imaginative
and divergent thinking skills. The method facilitates instruction through operational mechanisms
that utilize comparisons to generate innovative ideas.
Expanded Use of Case Methods:
Beyond transmitting knowledge, case-based
instruction promotes the formation of practical and professional competencies by placing
students in situations similar to those encountered in real-life engineering contexts.
Thus, students must first be familiar with the diverse formats in which academic
discussions may be conducted and secondly understand the distinct features and pedagogical
purposes of each method. However, organizing and facilitating meaningful academic discussions
requires significant time and preparation from both students and instructors. Consequently, the
implementation of such strategies must be reconciled with the reduced duration of bachelor's
programs and the need to streamline subject matter and optimize the use of instructional time.
Conclusion.
Differentiated and interactive teaching methods play a pivotal role in
enhancing students’ academic engagement and professional competencies in engineering
disciplines. By incorporating digital tools, scenario-based learning, and student-centered
strategies, educators can create a dynamic and inclusive learning environment tailored to the
diverse needs of future engineers.
References:
1.
Imomov Obidjon Elamonovich. A methodological model of building non-linear learning
trajectories during practical lessons. American Journal of Pedagogical and Educational
Research.
ISSN
(E):
2832-9791
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Volume
8,
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2023(
https://americanjournal.org/index.php/ajper/article/view/349
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2.
Obidjon Elamonovich Imomov. (2021). METHODOLOGICAL MODEL OF
DIFFERENTIAL EDUCATION IN TEACHING PHYSICS. World Bulletin of Management and
Law, 5, 31-35. Retrieved from
https://www.scholarexpress.net/index.php/wbml/article/view/360
3.
Obidjon Elamonovich Imomov. Methodological model of differential education in
teaching physics. World Bulletin of Management and Law (WBML).Available Online at:
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https://www.scholarexpress.net.Volume-5, December-2021.ISSN: 2749-3601
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Binokulovich M. E. The development of laboratory practice-trainings in the identification
of comparative specific heat capacity in liquids and solids //European Journal of Research and
Reflection in Educational Sciences. – 2020. – Т. 8.
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Elamonovich I. O. The use of differential education in the organization of practical
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