Course Of Experiment Research Articles

Student comprehension of biochemistry in a flipped classroom format

Concept-heavy courses such as Biochemistry in life and physical science curricula are challenging for many college-aged students. It is easy for students to disengage in a lecture and not learn the subject matter while in class. To improve student learning and participation, we employed a flipped format for the first half of the course and compared learning outcomes and attitudes with the traditional lecture in the second half of the course. The experimental course was an upper-level biochemistry course taken primarily by juniors (49%), seniors (40%), and some graduate students (10%) at the college level. Our results indicate that lower-performing students academically benefited from the flipped format (twofold lower failure rate as compared to previous years), whereas, there was no change with higher performing students when comparing student grades from previous courses. Academic assessments were derived from exams, quizzes, in-class activity/participation, and out-of-class homework. Participation and overall satisfaction with the course was significantly much higher in the flipped format (88% of students) than in the traditional lecture (< 10%) for all students. In-class activities in both faculty preparation and execution were crucial to the success of the flipped format. Our conclusions are that the flipped pedagogy is better for the reinforcement of difficult concepts for struggling students (95% students in agreement) and merits higher participation than the traditional lecture. Two-way communication between instructor and students is encouraged and enhanced with in-class activities and case studies. Due to the success of this project and in agreement with ~ 75% of the students, the entire course will be flipped going forward.

High precision measurement of shear modulus based on Michelson equal thickness interference

Abstract A high-precision measurement device for shear modulus was designed by combining the ideas of the torsion balance and the principle of Michelson equal thickness interference. Detailed measurement methods were provided, making this device suitable for use in university physics experimental courses. Utilizing the newly developed experimental setup, a practical measurement of the shear modulus of 6061-aluminum alloy rectangular cross-section rod sample was performed, yielding a result of $G_{\mathrm{exp}}=26.0 \pm 1.7 \mathrm{GPa}$ at a level of confidence of $68\%$. The relative error in comparison to the theoretical value $G_{\mathrm{theo}}=25.9\mathrm{GPa}$ was only $ \eta =0.39\%$. The process and method outlined in this paper can enhance undergraduate students' practical skills in creating new experimental measurement devices using the techniques they have learned. It also offers a novel approach for conducting high-precision measurements of shear modulus in laboratory. Additionally, the device incorporates a wealth of physical concepts and content, thereby enriching the material covered in college physics experiment courses.

Ethnoscience-Based Inquiry Learning to Increase Students’ Critical Thinking Skills and Collaboration Skills

The goal of this study is to increase students' CTS and CS about quantity and unit material using ethnoscience-based inquiry learning. The study utilized a non-equivalent control group design with two classes: experimental and control. The sample in this study were students of class X IPA 7 and X IPA 8, who were chosen using purposive sampling procedures. The research sample comprised 71 students. The research data was gathered using 15 multiple-choice questions, a CTS questionnaire, and a CS questionnaire. Normality, homogeneity, the t-test, and correlation tests were employed to analyze the data. Based on the research findings, students' CTS and CS rose in the experimental class, with N-gain values of 0.71 (high) and 0.60 (medium). The experimental and control courses showed significant differences in students' CTS and CS outcomes (Sig. &lt; 0.05). Aside from that, there is a very strong correlation between students' CTS and CS results in learning, with r = 0.938. It may be concluded that using an ethnoscience-based inquiry paradigm can help students enhance their CTS and CS. Thus, it is possible to infer that ethnoscience-based inquiry learning may increase students' CTS and students' CS. There is a very strong correlation between CTS and students' CS.

Predicting Long-Term Stability from Short-Term Measurement: Insights from Modeling Degradation in Perovskite Solar Cells during Voltage Scans and Impedance Spectroscopy.

A drift-diffusion model is used to investigate the effect of device degradation on current-voltage and impedance measurements of perovskite solar cells (PSCs). Modifications are made to the open-source drift-diffusion software IonMonger to model degradation via an increasing recombination rate during the course of characterization experiments. Impedance spectroscopy is shown to be a significantly more sensitive measure of degradation than current-voltage curves, reliably detecting a power conversion efficiency drop of as little as 0.06% over a 4 h measurement. Furthermore, we find that fast degradation occurring during impedance spectroscopy can induce loops lying above the axis in the Nyquist plot, the first time this experimentally observed phenomenon has been replicated in a physics-based model.

Research on Virtual Simulation Experiment Course for Enterprise Decision-Making based on Multilateral Dynamic Game

Virtual simulation experiment serves as a bridge that organically connects innovation and entrepreneurship classes with professional quality education, fostering a talent cultivation ecosystem that supports high-quality economic development and exerts significant social influence. Currently, there are many shortcomings and bottlenecks in both virtual simulation experiment and the teaching process. This paper discusses the necessity and objectives of the virtual simulation experiment course for enterprise decision-making based on multilateral dynamic game, experimental principles, experimental characteristics, and experimental steps under the principle of "being real and not fictitious, simulating reality with virtuality, and grounding in reality". The experimental platform utilizes real business case that participants can freely choose. Through online human-computer interaction and interaction, as well as offline team discussions, participants are empowered to make independent decisions throughout the experiment. With the assistance of system prompts and task-driven guidance, participants can autonomously complete the experiment. This paper aims to promote the establishment of a virtual simulation experiment platform for enterprise decision-making based on multilateral dynamic game, specifically designed for business students, contributing to the construction of a strong higher education nation.

The Expected Impact of Applying the Insurance Contracts Standard (IFRS 17) in the Solvency and Profitability of Insurance Companies listed on the Amman Stock Exchange

This study aimed to identify the expected impact of applying International Financial Reporting Standard No. 17 on the solvency and profitability of the insurance companies listed on the Amman Stock Exchange. The descriptive analytical approach was used to achieve the study's aim. The study used the questionnaire as a tool, where the study population consisted of all insurance companies listed on the Amman Stock Exchange. In contrast, the study sample included heads of accounts departments and actuaries working in insurance companies and accountants, and 33 questionnaires were distributed to insurance companies. One of the most important findings of this study was that there is a relationship between the independent variable (application of IFRS No. 17) and the dependent variable (solvency) in the insurance companies listed on the Amman Stock Exchange. And that there is a relationship between the independent variable (application of International Financial Reporting Standard No. 17) and the dependent variable (profitability) in the financial and service insurance companies listed on the Amman Stock Exchange. One of the most important recommendations of the study is the need for insurance companies to be keen to provide employees with ongoing experimental courses to remove the ambiguity surrounding some of the provisions of International Financial Reporting Standard No. 17.

Teaching and learning to support climate-neutral transitions: Exploring opportunities and challenges for interdisciplinary design courses

Students’ individual and collective learning processes in interdisciplinary teaching and learning activities that integrate prototype-oriented courses present an opportunity for further exploration. This is particularly relevant given the broader need for capacity-building to support climate-neutral transitions. This contribution draws on an exploratory workshop-in-workshop (WiW) approach to understand and evaluate students learning experiences in an experimental and interdisciplinary design course setting. This experience was embedded in the ENHANCE Alliance, a European network cooperation to innovate research and education in science and technology. The inductive analysis and results from the WiW approach draw upon surveys, group discussions, mapping exercises, and reflections with students. These indicate strong appreciation for problem-based and prototype-oriented teaching along with learning experiences as a part of their individually differentiated but collectively shared learning trajectories. The final insights acknowledge the method as an effective way to enhance instructor-student relationship dynamics and interdisciplinary opportunities. Future improvements to the interdisciplinary design format are discussed and highlight students' desires for open and safe learning environments that are more transdisciplinary in nature.

REFLECTION IN THE STRUCTURE OF INNOVATIVE COMPETENCE OF TEACHERS IN GENERAL SECONDARY EDUCATION INSTITUTIONS

The issue of the article concerns the topical issue of innovative competence and its components. The author aimed to characterize one of the components of this education, which refers to the ability to analyze the effectiveness and efficiency of pedagogical activity, as well as to adjust it as necessary. It is about the skill of reflection as one of the leading features of a teacher with highly developed innovative competence, since the creation and implementation of innovations requires regular analysis not only of the process of implementing something new in the educational process but also of observing and evaluating the personality of the teacher as a specialist who carries out innovative activities. Thanks to the use of such methods of scientific research as system-structural and system-functional analysis, generalization and systematization of theoretical aspects of the topic, observation, and study of the products of pedagogical activity, the author conducted a review of scientific literature regarding the essence of innovative competence of a teacher of a general secondary education institution, its structure and key characteristics, in particular, reflection skills. In addition, the publication provides information on reflective competence, which, on the same level as innovative competence, occupies a prominent place in the system of professional characteristics of a teacher regulated by normative documents. The unifying feature for both is the skill of reflection, therefore the article also presents the views of domestic scientists on the essence of this phenomenon and methods of its development and improvement. In addition, practical tools (reflective questionnaires, tables; reflective essays; pedagogical portfolios, etc.) are characterized, which contribute to the formation and improvement of the ability to reflect on one's pedagogical activity, in particular innovative ones. The publication analyzes fragments of reflective essays from teachers of general secondary education institutions who took the experimental course "Innovative aspects of the teacher's activity". This made it possible to conclude the reflexive competence of teachers, the development of reflection skills, as well as to substantiate reflection as a component of innovative competence.

Hyperspectral Imaging Reveals Differential Carotenoid and Chlorophyll Temporal Dynamics and Spatial Patterns in Scots Pine Under Water Stress.

Drought-related die-off events have been observed throughout Europe in Scots pine (Pinus sylvestris L.). Such events are exacerbated by carbon starvation that is, an imbalance of photosynthetic productivity and resource usage. Recent evidence suggests that optically measurable photosynthetic pigments such as chlorophylls and carotenoids respond to water stress (WS). However, there is a lack of measurements using imaging spectroscopy, and the mechanisms linking xanthophyll-related changes in reflectance captured by the photochemical reflectance index (PRI) and chlorophyll changes in red edge position (REP) to WS are not understood. To probe this, we conducted a greenhouse experiment where 3-year-old Pinus sylvestris saplings were subjected to water limitation and followed using hyperspectral imaging (HSI) spectroscopy, water status and photosynthetic measurements. Carotenoids (e.g., xanthophyll cycle) and chlorophylls responded to WS, which was observed using the HSI-derived indices PRI and REP respectively. The spatial-temporal response in these two pigment-reflectance groupings differed. The spatial distribution of PRI represented the light intensity around the time of the measurement, whereas REP reflected the daily averaged light intensity over the experimental course. A further difference was noted upon rewatering, where the carotenoid-related PRI partially recovered but the chlorophyll-related REP did not.

A Brief Discussion on the Problems and Reform Suggestions of Physics Experiment Teaching in Colleges and Universities

With the cooperation of physics experiment teaching and theoretical teaching, colleges and universities put forward three dimensions of experiment teaching objectives, that is, optimize the experiment content and experiment equipment, attach importance to the quality control of the whole process of experiment teaching and establish a diversified experiment teaching evaluation model, and determine the teaching objectives of physics experiment courses. Under the trend of education reform, the physics experiment teaching in colleges and universities is constantly innovating, developing comprehensive experiments and designed experiments, improving experimental equipment, and optimizing the test work of experimental courses. This paper discusses the work of physics experiment teaching in colleges and universities, analyzes the focus of the reform of physics experiment teaching, and probes into the specific strategies of the reform, hoping to provide strong support for promoting the reform of physics experiment teaching in colleges and universities.

Biodegradation potentials of soil-borne fungal cultures grown on haloxyfop R methyl ester herbicide medium

The heterotrophic and haloxyfop-R methyl ester utilizing fungal counts associated with two top soil samples was determined. Five (5) fungal isolates; Aspergillus niger, Candida sp., Trichoderma sp., Fusarium sp., and Alternaria sp. Were cultured from the soil samples using serial dilution as well as pour plate techniques. These isolates were sub-cultured and screened for their ability to use haloxyfop-R methyl ester as sole source of metabolic energy as well as using the turbidimeteric method. Two of the screened fungal isolates which exhibited maximal optical density (OD) difference values; A. niger and Fusarium sp. Were selected and utilized for the subsequent degradation/shake flask experiment. Growth profile parameters which included; pH, OD, dissolved CO2 and weighed dry fungal biomass were determined during the growth profiling test at a 96 hour interval for 16 days using appropriate methods and equipment. Mean soil pH values were 5.08 ± 0.02 and 4.62 ± 0.02 for samples A and B. The mean total heterotrophic fungal count was 8.7×10³ cfu/g ± 1.5 for A and 1.6 × 10⁴ cfu/g ±1.0 for B. The mean pH value observed for A. niger in the course of the growth profile test ranged from 6.0 ± 8.7 to 7.3 ± 8.0 and 7.3 ± 5.8. The mean OD values observed for A. niger and Fusarium sp. In the course of the shake flask experiment varied from 0.66 ± 7.1 to 1.96 ± 4.5 and 1.62 ± 5.4 to1.99 ± 3.6 respectively. With reference to the detection of mean dissolved CO2 values, utilized as an indirect indicator of herbicide mineralization, the axenic cultured A. niger was the most effective amongst the growth profile fungal cultures.

Construction of a Curriculum System for University Physics Experiment Courses Integrating Knowledge Graphs

With the continuous development of physics and advancements in educational technology, traditional teaching models for university physics experiment courses have gradually revealed issues such as fragmented knowledge points and disconnection between theory and practice. To enhance students' systematic understanding and comprehensive application of knowledge, knowledge graphs have been introduced as an emerging educational tool within the physics experiment curriculum system. This paper analyzes the current application of knowledge graphs in physics experiment teaching, proposes new pathways for constructing experimental courses based on knowledge graphs, and designs a systematic knowledge graph curriculum system in response to the needs of student autonomous learning and teaching assessment. The study shows that knowledge graphs significantly enhance the integration of physics experiment knowledge, improve students' self-directed learning abilities, and increase teaching effectiveness. Future developments will further promote innovation and advancement in physics experiment teaching through the integration of artificial intelligence, big data, and other technologies.

Prediction of Individual Learning Experience in Terms of “Number Of Steps” as Solution Components of Arithmetic Tasks

The paper is devoted to the study of learning in solving arithmetic problems in the conditions of digital learning. Learning is considered as a functional system, the level of differentiation of which can be related to the number of steps in problem solving. The goal of the paper is to find out the model that could more accurately describe the relationships between the number of steps and task types on Addition data and predict the number of steps on Multiplication data. The hypothesis is that with a given similarity, there is a correlation between the number of steps in solution of addition and multiplication tasks. We have created two experimental courses, “Addition” and “Multiplication” to make participants learn optimal methods of calculation of arithmetic tasks. The courses have the same structure and belong to a common domain (arithmetic tasks). It is a condition for similarity of learning. We have found out significant positive correlation between the number of steps in solution of addition and multiplication tasks on average for the sample. We have used a regression-based classification. Few models have been built for each individual personally and trained on the Addition data, then applied on the Multiplication data. The best of these models correctly predict the number of steps in 33–40% of tasks (SD = 17–22%, max = 88%), in other tasks they give a prediction with a small error of 1–2 units, which indicates its medium predictive ability.

Using zero nano-valent iron/thin film composite (ZNVI/TFC) membrane for brackish water desalination and purification

This study looked at the use of synthetic Zero Nano-valent Iron (ZNVI) particles in a unique interfacial polymerization technique on a polyamide thin film PA(TF) composite membrane for the treatment and desalination of brackish wastewater. Zero nano-valent iron (ZNVI) particles were created utilizing chemical reduction technique. ZNVI/PA(TF) NCs membrane is the outcome of advancing the PA(TF) membrane by combining with different concentration of ZNVI particles into the organic phase 1,3,5-benzenetricarbonyl trichloride (TMC). ZNVI/PA(TF) NCs membranes and ZNVI particles' surface properties were examined by the use of mechanical activity, contact angle, BET, FTIR, SEM, XRD, zeta potential, TEM analysis, and EDX studies. Using a variety of salt solutions, such as NaCl, Na2SO4, MgSO4, NaHCO3, CaSO4, CaCl2, and MgCl2, the ZNVI/PA(TF) NCs membrane performance towards salt rejection, flux (at varying pressure), anti-fouling activity, and ZNVI particles stability was assessed. This work investigated the removal efficiency of four dyes: methylene blue (MB), methyl orange (MO), Congo red (CR), and malachite green oxalate (MG). The water flux of the pristine PA(TF) membrane improved from 22 to 35 L/m2.h at 15 bar, indicating a 63% flux enhancement and the NaCl rejection was improved from 88.5 to 98.6%, indicating an 11.4% rejection improvement by incorporation of 0.3 wt.% of ZNVI particles into PA(TF) matrix. The ZNVI/PA(TF) NCs membrane's separation performances were evaluated using 5000 mg/L feed solutions of various salts at 15 bar. It was discovered that the water flux and salt rejection are, respectively, 33.4, 33, 32.7, 32, 31, 30 and 29 L/m2.h for CaSO4, MgSO4, Na2SO4, NaCl, CaCl2, MgCl2, and NaHCO3, and 97.4, 97, 96.5, 96, 94, 93.2, and 92.8%. It demonstrates that the flux recovery ratio (FRR) of the ZNVI/PA(TF) NCs membrane is greater than that of pristine PA(TF) (78%), coming in at 87%. High stability and fixing of the ZNVI particles on the modified membrane surface is indicated by the low overall ZNVI particles release rate over the course of the 10-day experiment.

Exploring the improvement path of virtual simulation experiments: based on the influencing factors and mediating effects of learning satisfaction

BackgroundVirtual simulation experiment is a vital component of higher education digitalization, emerging from the deep integration of specialty disciplines and information technology. Chinese universities have invested heavily in the construction of virtual simulation experiment projects, and the number of projects is considerably large. However, the popularity and effectiveness of these projects are not satisfactory. As an important index to measure the teaching quality, analyzing the influencing factors and mediating effects of learning satisfaction of virtual simulation experiment is an effective entry point to improve the quality and efficiency of virtual simulation experiment teaching and improve the learning effect.MethodsThis study used quantitative research methods. The research sample includes 538 students from various levels of higher education institutions such as Nanjing University, Nantong University, Nanjing Medical University, and Jiangsu University, covering 11 majors. They started to study the virtual simulation experiment course for one academic year in September 2023 and conducted a questionnaire survey at the end of the course. The questionnaire survey involved four aspects, mainly from the student dimension, course dimension, the technical dimension, and the embodied dimension to evaluate the learning satisfaction of the virtual simulation experiment course. The data were analyzed using SPSS and AMOS.ResultsAccording to the results of the structural equation modeling (SEM), all of the student dimension (learning motivation {β = 0.658,p < 0.001} and task value {β = 0.339,p < 0.001}), course dimension (course content {β = 0.275,p < 0.001}, course flexibility {β = 0.052,p < 0.002}, and course quality {β = 0.635,p < 0.001}), technical dimension (interface design {β = 0.445,p < 0.001}, interaction design {β = 0.151,p < 0.001}, technical adaptability {β = 0.225,p < 0.001}, and technical reliability y{β = 0.140,p < 0.001}), and embodied dimension (social presence {β = 0.270,p < 0.001} and spatial presence {β = 0.689,p < 0.001}) have positive effects on improving the learning satisfaction of virtual simulation experiments. Meanwhile, the technical dimension exhibited a mediating effect in the influence of embodied dimension on learning satisfaction.ConclusionsTo enhance the learning effectiveness of virtual simulation experiments, we can put forward the strategies from four dimensions including students, course, technical, and embodied to specifically address learning satisfaction. This approach would provide directional guidance for the development of medical virtual simulation experiments.

Rating pome fruit quality traits using deep learning and image processing.

Quality assessment of pome fruits (i.e. apples and pears) is used not only for determining the optimal harvest time but also for the progression of fruit-quality attributes during storage. Therefore, it is typical to repeatedly evaluate fruits during the course of a postharvest experiment. This evaluation often includes careful visual assessments of fruit for apparent defects and physiological symptoms. A general best practice for quality assessment is to rate fruit using the same individual rater or group of individual raters to reduce bias. However, such consistency across labs, facilities, and experiments is often not feasible or attainable. Moreover, while these visual assessments are critical empirical data, they are often coarse-grained and lack consistent objective criteria. Granny, is a tool designed for rating fruit using machine-learning and image-processing to address rater bias and improve resolution. Additionally, Granny supports backward compatibility by providing ratings compatible with long-established standards and references, promoting research program continuity. Current Granny ratings include starch content assessment, rating levels of peel defects, and peel color analyses. Integrative analyses enhanced by Granny's improved resolution and reduced bias, such as linking fruit outcomes to global scale -omics data, environmental changes, and other quantitative fruit quality metrics like soluble solids content and flesh firmness, will further enrich our understanding of fruit quality dynamics. Lastly, Granny is open-source and freely available.

Developing Future Teachers’ Design Thinking Skills through Constructive Teaching

In this article, the authors draw attention to the problem of developing design thinking skills in students, in particular creativity and innovation, through constructive learning. At present, the accelerated development of science and technology is increasing the demands on humanity, as a result of which there is a need to form an intellectual, constructive personality who has developed a thinking design, that is, the mechanisms necessary to establish dialogic relationships with people must be formed, culture, civilization, capable of self-improvement, self-regulation, self-realization and the formation of one’s image. During the period of rapid development of innovations and technologies in our country, one of the most important areas is the training of future teachers in higher education institutions, and design thinking is a necessary skill for both future teachers and their future students. However, the skill of design thinking is one of the new skills that has not yet been fully explored and developed in our country. Constructive learning has been widely studied and is being studied in pedagogy. The purpose of the presented article is to analyze and discuss constructive pedagogical methods for the formation of design thinking skills among future teachers. The article identifies the research issues of the topic, conducts an extensive analysis of sources of foreign and domestic literature, and also reflects the results of a survey conducted among students and teachers in order to determine the meaning of the concepts of “design thinking” and “constructive learning”. The article also states that in the 2022-2023 academic year, an experimental course “Effective constructive approaches in the educational process” was tested, aimed at developing design thinking skills among students of the educational program 6B01 – “Pedagogical Sciences”, and the results obtained on the basis of quantitative methods were proposed. The course, implemented using constructive teaching methods, gave positive results, the possibility of forming design thinking skills in future teachers through constructive learning was revealed.

An example of the application of neural networks of a simple architecture to unfocused well electrometry probes

An effective method of finding stable solutions of inverse problems of electric and induction logging along the well is proposed, which allows avoiding the influence of the resistance values of the neighboring formations on the determination of the geoelectrical parameters of the object under study. A highly efficient method was proposed for solving such an unstable inverse problem. This method is based on the application of a neural network with inverse error propagation of a simple architecture. Namely three-layer. The mathematical statement of the problem is given, both the topology of the neural network and all its parameters are described in detail. In the course of the numerical experiment, they were selected as optimal. The process of building a base for training a neural network is described in detail. Namely, how each of the examples of the learning base is built by solving a direct problem. With this cut parameter, the training for each example is chosen arbitrarily, which guarantees a comprehensive range for training the neural network. The number of examples in the training base is one hundred thousand examples. As the activation function, the sigmoid is chosen due to the fact that it is differentiable everywhere. The results of testing the written program are given. The learning rate was estimated to obtain the required small error. It is shown that this approach is stably convergent. For testing, the parameters of the layers of the cut, which are inherent to the geophysical parameters of the cuts of the Dnipro-Donetsk depression, were chosen. A complex of lateral logging sounding was chosen as the electrical logging equipment. Four-probe low-frequency induction logging equipment was chosen as induction logging equipment. Examples for induction and electrical logging are given separately. The obtained results are analyzed in detail. Ways of further improvement of the obtained neural network and its use for other problems of geophysics are given.

The Initial Stage of the Formation of teaching experimental Physics at the Imperial Moscow University (1755–1791)

Among domestic historians of Pedagogy and education, there has traditionally been a high interest in various aspects of the history of the development of teaching of various disciplines at Moscow University, which is in fact the first classical university in our country. Among the academic subjects that began to be taught at this university almost immediately after its opening was experimental (experimental) Physics.The relevance of the research topic is determined by the fact that Moscow University has been one of the largest centers of domestic higher physics education for more than 250 years, and the state of teaching Physics at this university had a significant impact on the organization of Physics education in our country throughout this period. The beginning of the formation of forms and methods of teaching Physics at Moscow University, as well as the formation of the content of this educational course, dates back to the first decades of the university’s existence, however, this particular period in the history of Physics education at Moscow University is currently the least studied. This makes it difficult to build a holistic picture of the development of Physics teaching in a given higher education institution.Statement of the research problem: to study the process of development of teaching experimental Physics at the Imperial Moscow University in the second half of the 18th century.The goal of the research is to identify the features of the initial stage of the formation of forms and methods of teaching the course of experimental Physics at the Imperial Moscow University in 1755–1791, to study the structure and main elements of the content of this course in the period under review.The research method used is the analysis of literary sources (scientific, reference, memoir-biographical) and educational literature (university Physics textbooks of the second half of the 18th century).The results and key conclusions. The initial stage of development of teaching experimental Physics at the Imperial Moscow University took the first 35 years of its existence. During this period, the Department of Physics was organized, which was replaced by a full-time professor (from among foreigners), as well as the consolidation of the lecture form of teaching and the corresponding verbal and visual teaching methods. The lectures were accompanied by the use of a demonstration experiment. Physics was taught in Latin using modern textbooks at that time, written in foreign languages. By the end of the period under review, as part of the experimental Physics course at Moscow University, students studied exclusively Mechanics and some of its practical applications.

EXPERIENCE OF APPLYING NEUROSCIENCE IN TEACHING KAZAKH AS A SECOND LANGUAGE

Teaching and learning the Kazakh language as a second language are one of the main state issues in Kazakhstan. In the modern realities we need very efficient and sufficient approaches and methods of teaching the Kazakh language to non-natives living in Kazakhstan. Teachers and educators are looking for different ways to teach Kazakhas a second language. Nowadays there are not many researches related to the application of the advanced methods of teaching it. This article aims to establish the connection between neuroscience and the teaching of Kazakh as a second language. The articlepresents the theoretical basis of neuroscience and its basic concepts. This article represents results of conducting an experiment of teaching Kazakh as a second language to adults. Based on these neuroscientific concepts and strategies for teaching Kazakh as a second language, we designed and applied a Kazakh language course as a second language for adults. At the end of the course adult learners passed a final test according to the Kaztest system. During and at the end of the experiment course there was not any special preparation for the final test. The results of the experiment showed that implementation of the neuroscientific concepts and strategies was efficient. According to the results of the experiment course we state that we can effectively construct the Kazakh language teaching course by having a thorough understanding of the brain function that neuroscience studies. Using the results of this experiment, educators and teachers of the Kazakh language can improve their methodology and contribute to the effective learning of the language by learners.