PHYSICS TEACHING AND EDUCATIONAL INTERDISCIPLINARITY WITH A.V. USOVA REVISITED O. Yavoruk

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PHYSICS TEACHING AND EDUCATIONAL INTERDISCIPLINARITY

WITH A.V. USOVA REVISITED

O. Yavoruk

Independent Scholar (RUSSIAN FEDERATION)

Abstract

The paper deals with pedagogical heritage of A.V. Usova (1921-2014) that yields insights into problems

of interdisciplinary relationship in the school science education system. Her fundamental works were

used as teaching guides in the preparation of physics teachers of all pedagogical universities of the

Soviet Union and Russia. In this study, professor Usova is not an interdisciplinary researcher; she is a

researcher of interdisciplinarity. Here is provided a short and consistent description of her views on

teaching physics as a foundation of educational interdisciplinarity. Usova elaborated educational

functions, classifications, organizational levels, ways of instantiating, content-related foundations of

interdisciplinary relations, recommendations for practical applying interdisciplinary relations. Besides,

Usova suggested a unified approach to the study of knowledge and skills through the generalized plans.

And we would like not simply clarify, retell or restate the very powerful didactic discoveries of Usova, but

consider opportunities of teaching across boundaries for actual educational challenges. The future of

the field of didactics, which deals with the study of interdisciplinarity, is very interesting and attractive.

This problem will always excite scientists, educators and teachers, and the futurity of science education

depends on the ways it is solved.

Keywords: Physics Teaching, Interdisciplinarity, Interdisciplinary Teaching, History of Education.

1 INTRODUCTION

2021 marks the 100th anniversary of the birth of an outstanding Soviet and Russian scientist and

pedagogue Antonina Vasilyevna Usova. Any round-number anniversary encourages deep rethinking

the previous experiences, current problems and views on the future. Understanding of happened events

and accomplished transformations comes after some time, and the feeling of being late always does not

leave us (everything is done with delay). We want to understand what is completely out of date, what

has significantly changed, and what is still essential and relevant.

A.V. Usova is the most important educational theorist in physics teaching of Russian education. She

made crucial contributions to the different fields of pedagogical science: general and specific issues of

physics teaching at schools and universities, concept learning in physics classes, increasing of interest

in the study of physics, organization of students’ self-learning, formation of general learning skills,

teaching students to solving physics problems, methodology of pedagogical experiment (elemental and

operational analysis), issues of polytechnic education, theory and practice of developing education,

educational interdisciplinarity.

A.V. Usova called herself a teacher, a scientist, and a didactician (Didactics is “the activities of educating

or instructing; activities that impart knowledge or skill” [1] and “the art or science of teaching” [2]). In the

history of pedagogical sciences, she remained as the author of many fundamental didactic ideas.

Attempts to comprehend Usova’s contribution into pedagogical sciences were undertaken by many

researchers [3], [4], [5]. Her pedagogical views were discussed at scientific conferences [6].

A.V. Usova published her books and articles in Russian only, and this fact complicates our review, since

a simple transfer of pedagogical traditions, terminology and approaches of Soviet and Russian education

is impossible. Some educational terms cannot be rendered with complete accuracy from one linguistic

system to another. We detect certain translation difficulties with terms that concern practical physics

teaching. They ("metodika", "medodicheskiye", "metodika prepodavaniya fiziki", "obobshchyonnye plany")

do not have accurate English equivalents. Some of her books have been translated into Spanish [7] and

Bulgarian [8].

Different languages and different cultures often don't have comparable terms. There are small but

important differences in using these terms. Teachers and educators still argue about these definitions. We

are going to use the term “interdisciplinary relations” since it is closest to the ideas of Usova. Of course,

relations concern different kinds of connecting, integrating and unifying several scientific disciplines.

Proceedings of INTED2022 Conference

7th-8th March 2022

ISBN: 978-84-09-37758-9

0067

Word-by-word translation will not achieve the desired goals for many reasons. Nowadays, a lot of things

may seem naive and outdated. Eventually, our world is open, and the interested researcher can personally

read the primary sources anyway. My retellings of Usova’s contribution to the field of educational

interdisciplinarity are based not only on texts, but also on personal conversations with Usova.

2 INTERDISCIPLINARY TEACHING BY USOVA

Usova's achievements in the study of interdisciplinarity can be used in the process of teaching different

scientific disciplines [9]. Her brochure “Interdisciplinary relationship in school science teaching” was

reprinted several times [10]. The book on the methods of teaching physics, also published many times,

necessarily included a chapter on interdisciplinary relations [11].

A.V.Usova regularly published thematic collections of articles [12], [13], [14] and organized topical

conferences [15]. The interdisciplinary relationship was a crucial factor in Usova's original Conception

of Natural Science Education [16], [17], [18]. And we should note the interest of A.V. Usova to the history

of physics [19].

The problems of interdisciplinary didactics were regularly discussed on the conference series

"Methodology of the scientific concepts formation among school and university students". Mastermind

of these conferences was A.V. Usova. She organized them annually (Chelyabinsk, South Urals, Soviet

Union and Russia, 1971-2013) [20].

Year after year Usova developed and improved her ideas, clarifying formulations, perfecting statements,

refining phrases, taking into account emerging circumstances. Her apprentices have developed various

aspects of interdisciplinary teaching (integrated disciplines, multidisciplinary classes, complex seminars,

integrative lessons, interdisciplinary lectures, practical works, labs, exercises, etc.) with detailed

descriptions, step-by-step instructions and guides [21], [22], [23], [24], [25], [26], [27], [28], [29], [30], [31].

Interdisciplinary activity is often accused of dilettantism and “shoddy standards” [32]. These statements

do not sound particularly surprising, and sometimes we see the resistance to interdisciplinary ideas in

the scholar discussions. Academic disciplines are self-contained. Without trying interrelations they will

always be receding from each other. That lets us take for granted that what we consider to be our way

of disciplinary teaching is actually reliable. Interdisciplinarity is a particular way of teaching that is still far

from clear. We understand disciplinary knowledge fairly well, what can we lose or gain due to removing

interdisciplinarity? It is hard but we cannot say that it is definitely impossible.

Usova understood clearly the importance of school physics teaching and was a strong supporter of the

disciplinary structure of natural science teaching. She came up with a wonderful definition of what

interdisciplinary relations are. In her educational conception interdisciplinary relations was a didactic

condition for disciplinary teaching, the quality of students' knowledge improving, development of

thinking, worldview forming, technical preparing, and professional orientation. It is a remedy to the

harmful effects of educational disciplinary specialization.

It is easy to understand what Usova had in mind. Physics and some disciplines have a longstanding

relationship. Their relation may be characterized as a sort of friendly rivalry. These are astronomy,

biology, chemistry, mathematics, history, philosophy, psychology, sociology, etc. They have different

aims, methods and results, but their subjects often overlap. And it is ultimately interesting to view the

same object from different points of view, comparing the results. Sometimes it's funny and weird, but

results are always enlightening. So how can the system ever adequately get going? The answer is only

due actuating relations between separate components (disciplines).

Moreover, she encourages to the earlier study of school physics, and this propaedeutic (introductory)

physics course has many passionate proponents [33]. Physics can serve as a pillar in clarifying

interdisciplinary relationships by virtue of its fundamentality. Physics is viewed as the core and origin of

natural science education.

In a system of education in which there were no regular relations, there would be no good knowledge

and confidence in its usefulness. But what do interrelations really mean, and where does it come from?

From an epistemological point of view, interdisciplinary relations are a reflection of relations between

sciences. Science has a disciplinary structure, but complex problems solving often requires

understanding of different disciplines. Besides we often deal with complex subjects that should be

examined by multiple scientific fields.

0068

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PHYSICSTEACHINGANDEDUCATIONALINTERDISCIPLINARITYWITHA.V.USOVAREVISITEDO.YavorukIndependentScholar(RUSSIANFEDERATION)AbstractThepaperdealswithpedagogicalheritageofA.V.Usova(1921-2014)thatyieldsinsightsintoproblemsofinterdisciplinaryrelationshipintheschoolscienceeducationsystem.Herfundamentalworkswere...

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