Development of entrepreneurial thinking of students of technical specialties based on the use of transdisciplinary didactic content of a special course in physics

Abstract

Research problem. The activation of the processes of entrepreneurial specialization and updating the content of vocational education based on a transdisciplinary approach is a socio-economic order and an urgent problem of modernizing didactics. One of the philosophical prerequisites for transdisciplinarity is the philosophy of holism, which we applied to theoretically substantiate the coherence of physical and entrepreneurial thinking. The research problem is related to the need to develop transdisciplinary didactic content to improve the quality of entrepreneurial training of students. The purpose of the study is to develop a transdisciplinary didactic content of a special course in physics and fundamentals of economics for the development of entrepreneurial thinking among students of various specialties with an entrepreneurial specialization. Research methods. The study involved 156 students enrolled in the educational programs Instrument Engineering, Heat Power Engineering, Electric Power Engineering and Economics, with an entrepreneurial specialization. Determination of the level of educational achievements was carried out using online testing on the website https://dot.tou.edu.kz (Toraigyrov University) in the student's personal account and through https://docs.google.com/forms. Research results. The possibility of a convergent approach has been confirmed. This is evidenced by the results of the ascertaining experiment according to J. Bruner’s method. The hypothesis about the coherence of professional entrepreneurial and physical thinking has been confirmed. The calculation of the G-criterion of signs revealed (Gemp.< Gcr. (0<1)) that the use of the integrated didactic content of a special course in physics contributes to the development of entrepreneurial thinking. The coherence of physical and entrepreneurial thinking was verified based on the calculation of the Pearson correlation coefficient, which, with a sample of n=21 and a confidence probability of 0.05, is 0.7795. Measuring the correlation of the results of the analysis of educational achievements of the control and experimental groups made it possible to establish a close relationship between the criteria for the formation of professional entrepreneurial and physical thinking among students. Conclusion. It has been proven that the use of a transdisciplinary approach to the development of integrated didactic content in physics and the basics of economics contributes to the development of professional entrepreneurial thinking among students of technical specialties with entrepreneurial specialization.