In line with the improvement of traditional teaching methods, the new ones are intensively introduced at all levels of education. Usually, these are the methods tied with e-learning. Essentially, teachers must be able and ready to create an innovation-driven learning environment contributing to the effective individualization of the learning process. At the same time, each student should achieve the highest possible outcomes standing behind the personality development. This paper introduces the refresher courses designed for the physics teachers. These courses are based on the blended learning technology combining traditional full-time education with the elements of distance learning supported by LMS Moodle. The courses were tested at the Elabuga Institute of Kazan Federal University in 2016-2018. This paper describes the module-based course structure and methods for applying the e-learning modules. The distinctive feature of the course is that the content of the learning modules was designed to deliver different methods for teaching physics and to improve the general cultural competence of a teacher. The analysis of polling results (poll included 89 physics teachers) allowed assessing the efficiency of designed courses in the context of teacher’s professional development, his/her readiness to work in modern learning environment. The research outcomes will be also useful for foreign educational establishments implementing the teacher professional development programs.

This paper introduces the refresher courses designed for the physics teachers. These courses are based on the blended learning technology combining traditional full-time education with the elements of distance learning supported by LMS Moodle. The courses were tested at the Elabuga Institute of Kazan Federal University in 2016-2018. This paper describes the module-based course structure and methods for applying the e-learning modules. The distinctive feature of the course is that the content of the learning modules was designed to deliver different methods for teaching physics and to improve the general cultural competence of a teacher. The analysis of polling results (poll included 89 physics teachers) allowed assessing the efficiency of designed courses in the context of teacher's professional development, his/her readiness to work in modern learning environment. The research outcomes will be also useful for foreign educational establishments implementing the teacher professional development programs.

Modern professional education in the transition to a tiered system of specialists training is focused not on the transfer of ready knowledge but on teaching to find this knowledge and to apply them in situations close to the professional conditions. The educational process, relying on use of interactive methods of teaching, which is organized with involvement of all students of the group, without exception, in the learning process, facilitates this. The problem of introduction of interactive forms of teaching in the educational process of higher education institutions is considered in the article, the experience of use of interactive technologies in electronic educational resources of physico-mathematical faculty of the Elabuga Institute of the Kazan (Volga region) Federal University is presented. On the basis of the received results the importance of the developed electronic educational resources in the context of the competence-based approach to training of bachelors, increase of their competitiveness is proved.

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Introduction. It is presently well understood that growth in new scientific knowledge often arises at the interface between different disciplines. Thus, the current growth in interdisciplinary research may be seen as a consequence of the logic of scientific development – from the highly specialized study of objects and phenomena to integration in terms of information gained through diverse scientific spheres that enable us to receive new knowledge. This paper presents a description of ongoing research (the beginning of which was covered in the Education and Science Journal1) into the developmental tendencies of key didactic concepts due to an expansion of the experimental field through the inclusion of achievements from related areas of knowledge (psycho-didactics, cognitive didactics, socio-didactics, lingo-didactics, etc).The aim of this research stage was to reveal how the results of interdisciplinary research dynamically influence ideas about the process of educational development.Methodology and research methods. In the course of the research, the authors analysed scientific literature in the field of interdisciplinary research, compared the results of interdisciplinary research and their generalisation, and contrasted the research outcomes with existing ideas about the learning process. Results and scientific novelty. Based on the allocated and formulated features of interdisciplinary research applicable to a field of education, the “enriching model” (integrated psychology, didactics and methodology of teaching mathematics in the 5th-9th grades) developed by E. G. Gelfman and M. A. Kholodnaya) was used as an example. It was established that interdisciplinary research involves not just elements, data and new developments from different scientific spheres, but also uses a conceptual framework, a methodological base and the tools of various scientific branches integrated into the interdisciplinary space. Moreover, interdisciplinary research rediscovers available knowledge and finds new zones for theoretical and practical application. The valuable interaction between didactics and cognitive science was shown. Didactics is informed by qualitatively new scientific bases when designing learning process models through the cognitively-structured knowledge and forms of representation that provide knowledge transfer, knowledge of neural activity that happens in the brain at the moment of cognitive actions, bio-physiological restrictions of cognitive processes, etc. However, despite an initial stage of formation of many scientific directions related to didactics, the authors concluded that these disciplines already have a significant effect on the perceptive process of learning, in terms of its functions and structural components. The learning process is seen as more comprehensive and complete in the context of developmental cognitive structures of knowledge, formation of a linguistic picture of the world and social support for students.Practical significance. In pedagogy, analysing interdisciplinary research identifies promising trends in the development of classical, non-classical and post-non-classical scientific paradigms as well as didactics (science focused on the best teaching methods). Moreover, interdisciplinary research provides the effective design of various learning models in a scientifically rigorous context.

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<span lang="EN-US">Studying physics and many related disciplines at all education levels includes not only learning the theoretical material, but also the formation of skills and abilities to apply the knowledge gained in practice. This occurs mainly during laboratory work when students directly contact with specific laboratory equipment. With the forced transition to distance learning due to the development of the COVID-19 pandemic, the main difficulties in many universities arose precisely during the implementation of laboratory workshops. This study analyzed the possibilities of modern digital teaching aids for the effective remote implementation of a laboratory workshop in physics and related disciplines. The study was carried out on the basis of the Elabuga Institute of the Kazan Federal University. There were 79 students took part in the experiment (second and third-year students). The results showed that a well-arranged combination of various digital tools and technologies makes it possible to effectively implement laboratory works in physics and electrotechnical disciplines in a distance learning format. The research results are useful for university teachers using distance learning technologies in laboratory work in natural science disciplines.</span>

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