Disciplinary Content Research Articles

Core concepts: views from physiology and neuroscience

Core concepts are “big ideas” that are central to a discipline, provide frameworks of understanding for disciplinary content, and aid student transfer of learning. Core concept lists have been developed for increasing numbers of higher education STEM disciplines. This mini-review uses physiology and neuroscience core concepts as examples to inform core concept pedagogies in these and other disciplines. The article reviews the development of physiology and neuroscience core concepts and compares the resulting concept lists. It then provides suggestions or “lessons learned” for educators and researchers who wish to utilize core concept pedagogies or who wish to develop core concepts for other STEM disciplines.

Methodological support of the Masters’ research activities in the field «psychological and pedagogical education»

The article presents the experience of organizing Masters’ research activities in the field «psychological and pedagogical education» at the Samara National Research University. Gradually, students are involved in activities to obtain scientific knowledge from texts of various types in scientific work; comprehend the subject of scientific work, the subject of scientific activity and the levels of pedagogical research. Attention is drawn to the conditions for obtaining reliable scientific knowledge in the course of scientific research: methodological competence and methodological literacy of the Master. As a methodological support for the process of mastering the methodology of scientific activity in the field of pedagogical science, the content of educational disciplines is presented in the form of a set of tools, tasks on practical methodology.

Formation of Bachelor`s Skills in the Field of Machine Learning and Intelligent Data Analysis

The article presents the content of the educational disciplines “Workshop on Python Programming” and “Fundamentals of Artificial Intelligence”, included in the module “Data Analysis. Machine learning. Artificial Intelligence”, implemented in Ural universities. Modern teachers note that when preparing the next generation of teachers, the priority should be their acquisition of experience in using artificial intelligence tools in teaching. The objectives of mastering the module are developing students’ skills in the field of neural network mathematical modeling, developing knowledge about basic data analysis algorithms, development of skills in visualization and interpretation of data to solve applied problems using object-oriented programming technologies and artificial neural network technologies. As part of project activities, students gain experience in data mining by completing research projects (for example, a project on comparative assessment of the effectiveness of multilayer perceptron learning algorithms) and applied projects (for example, on the development of a neural network system for predicting the success of schoolchildren’s research work; on the development of a neural network system for predicting student attendance training sessions). At USPU, software systems have been developed in Python that implement the presented neural network prognostic systems. Educational and methodological materials for the disciplines of the module include video lectures and presentations for them, laboratory work (including those based on GoogleColab notebooks), datasets, test sets, theory questions and practical tasks for exams and tests. The effectiveness of the developed teaching methodology is confirmed by the results of a pedagogical experiment. Keywords: neural network technologies, data mining, predictive systems, machine learning, content of the academic discipline

EXPLORING THE IMPACT OF MENTORS OBSERVATION FEEDBACK ON POSTGRADUATE PRESERVICE TEACHERS’ DEVELOPMENT

The purpose of this study was to explore the impact of mentors observation feedback on postgraduate certificate in education (PGCE) pre-service teachers’ development of the necessary competencies. The study which was qualitative in nature generated its data from 32 PGCE pre-service teachers using semi-structured interview protocol and this was analysed thematically. The findings of the study revealed that, the application of Hagger and Mclntyre’s theory of modelling, practice and feedback highlighted the positive impact of mentor-teacher observation feedback on PGCE pre-service teachers development of the necessary competencies required of a professional educator. The competencies revealed include lesson preparation and planning, pedagogical and content delivery techniques, classroom management promotion of inclusivity in the classroom, and grounding in disciplinary content knowledge among others. It was concluded that mentor-teacher observation feedback has the potential to improve and impact on pre-service teachers’ development of the necessary competencies required of a professional educator.

SCIENTIFIC PRINCIPLES OF PROVIDING PEDAGOGICAL CONDITIONS FOR THE TRAINING OF PHYSICAL THERAPIST STUDENTS TO USE CLINICAL ASSESSMENT TOOLS

The article describes and gives a basis for scientific principles of providing pedagogical conditions for the use of clinical assessment tools by physical therapist students. It has been established that the educational process of students majoring in 227.1 (Physical Therapy) should be based on five components: motivation; formation of knowledge, skills, and abilities; quasi-professional methods; practice; evaluation criteria. The author proposes to introduce the following pedagogical conditions into the educational process to ensure the presence of these components of improving the quality of physical therapists’ education: formation of theoretical knowledge and practical skills while using clinical assessment tools; supplementing the content of special disciplines with interaction in quasi-professional settings; introduction of tutoring support in the educational process of physical therapists. The implementation of pedagogical conditions, according to the author's idea, is based on the activity-based (organization of the educational process, in which the main attention is paid to the active, versatile, productive, maximally independent educational and cognitive activity of students) and competence-based (formation of competencies, training results are considered significant outside the education system) approaches, explanatory and illustrative (to ensure that students understand the content of the educational material) and reproductive (aimed at reproducing the ways of doing things according to the algorithm defined by the teacher) methods, concepts of problem-based learning (a form of organizing the interaction between teachers and students, which aims to create problem situations in the educational process and facilitate their solution by students) and collective (creating specific conditions for the exchange of knowledge, skills and experience between students) learning.

Teaching the Nature of Science Improves Scientific Literacy Among Students Not Majoring in STEM.

Traditionally, science courses focus on knowledge and practices within specific disciplines. There has long been a call, however, to increase the focus on the nature and process of science as a way to improve scientific literacy and increase the transfer of knowledge. Despite this, there are few systematic studies that seek to understand the impact of this approach. Revising a STEM course in a liberal arts curriculum to primarily focus on the nature and process of science rather than on the content of a specific discipline increased student scores on the Test of Scientific Literacy Skills and improved perceptions of STEM. In the revised course, students self-reported higher levels of confidence in their ability to learn scientific information and their ability to contribute to scientific progress compared to traditional methods. These data and other literature suggest that the traditional knowledge-focused approach to science education is insufficient to facilitate scientific literacy and address equity gaps in STEM. Proposed is a model where scientific literacy and feelings of inclusion in STEM are the product of direct engagement in the process of science and careful evaluation of the nature of science. Long-term, a holistic approach that includes an authentic discussion of the enterprise of sciences is needed to prepare students to engage in future problems that are best solved by cross-disciplinary collaboration.

Ensuring continuity in science education (on example of physics curriculum)

<p>The relevance of the research stems from the need to study the issues of continuity of the school and university curricula content in science disciplines on the example of the “physics” course. This study aims at identifying the principles of continuity of the content of school curricula and higher education programs in natural sciences in the example of the “physics” course, as well as disclosing methods to ensure the continuity of secondary and higher education in the Republic of Kazakhstan. The primary method in this study is system analysis, which is applied to examine the continuity of the school and university science curricula content, using the “physics” course as an example. Moreover, a theoretical analysis of recent scientific publications was carried out in the research process. The study deals with the problem of maintaining continuity in the general secondary education curricula in the field of natural sciences based on a renewed education program. The study presents the results of the analysis in the form of methodological suggestions and reveals possible barriers to the implementation of lifelong learning.</p>

What Makes this Lesson Engineering? What Makes it Science? Examining the Thought Processes of Pre-Service Elementary Teachers

ABSTRACT Elementary teachers are navigating a curriculum landscape in which engineering activities now exist alongside science. Teacher education should prepare future elementary teachers to be critical curators of curriculum resources, which includes appraising the extent to which engineering and science activities authentically reflect those fields. To date, though, research has not examined how teachers think about what makes a lesson “engineering” rather than “science.” In this study, we examine how a group of elementary pre-service teachers (PSTs) determined the extent to which a set of classroom activities represented engineering and/or science instruction. PSTs analyzed a set of lessons before and after completing an online module that was designed to expand their understanding of the nature of engineering. The module gave PSTs examples of real-world engineering work, drew distinctions between science and engineering, and modeled how those ideas can be applied to instructional decision-making. We found that PSTs identified lessons as “science” when students were conducting investigations and collecting data while learning disciplinary content. In contrast, PSTs saw engineering activities as ones that involved students constructing physical products while solving practical problems. After completing the online module, PSTs placed less emphasis on the “making” of products and more on cognitive aspects of engineering problem-solving, such as testing ideas and justifying design decisions. Our results indicate how teachers’ understanding of the natures of engineering and science can play a role in how they think about what makes an activity “engineering” and/or “science.”

Technology of formation of professional subjectivity of the future teacher

The article considers the issues of forming the professional subjectivity of future teachers. The article presents an analysis of the literature on the studied issues related to the subjectivity of the student (works by A.V. Beloshitsky, E.N. Volkova, A.V. Gvozdeva, M.V. Isakov, A.D. Kariev, L.G. Maidokina, etc.). Taking into account the specifics of the conditions of vocational pedagogical education, the author’s definition of the professional subjectivity of the future teacher was proposed, which is considered as a complex integrative personality quality that allows the future teacher to make an independent professional choice, plan, organize and evaluate his activities and the activities of students. The article examines the technological aspects of the formation of professional subjectivity of students-teachers. The theoretical and empirical substantiation of the technology of formation of professional subjectivity of future teachers in the process of mastering the content of pedagogical disciplines was presented. The issues of development of pedagogical technologies reflected in the works of V.P. Bespalko, M.V. Klarin, G.K. Selevko, V.A. Slastenin and others were considered. The article describes the components of the developed technology: the conceptual part (philosophical ideas of the subject and the subjectivity of personality, concepts of formation of professional subjectivity of a future specialist, etc.), the substantive part (goals of technology implementation and the content of education), the procedural part (a set of stages, organizational forms and teaching methods used educational technologies). The article also describes the implementation of the stages of technology for the formation of professional subjectivity of future teachers in the process of mastering the content of pedagogical disciplines by students (preparatory, activity, reflexive). The results of the implementation of technology for the formation of professional subjectivity of future teachers in experimental work are presented.

When the parish turns into a classroom: teaching pluriliteracies in regional collateral languages through place-based education (the case of Latgalian)

ABSTRACT Our paper discusses ways of connecting the acquisition of a regional language with learning processes related to specific places. For this aim, we relate the investigation of the Linguistic Landscape (LL) to the pluriliteracies teaching approach and to place-based learning. As an example, we use the case of Latgalian in Latvia: How can local multilingual and sociocultural realities as identified in the linguistic landscape enrich disciplinary content in regional language teaching, while also enhancing language awareness and active engagement among the students? And how can place-based education be used for developing (pluri)literacy in regional collateral languages? To this end, the paper first provides the background to place-based education, before turning to roles of Latgalian in public space and a recent LL study in Latgale. Then, we provide suggestions of how to ‘turn the parish into a classroom’, but also of how ‘to bring the parish into the class’ by using digital resources, e.g. language corpora. Finally, we suggest a set of components that influence place-based education for developing literacy in a regional collateral language and which may be taken into consideration when preparing educational projects. This paper is complementary to two other papers on Latgalian in this special issue.

Reimagining professional development in secondary schools: shaping literacy instruction through lesson study

ABSTRACT This research is a constructivist collaborative study between a university and middle/high school districts. It uses Lesson Study as a framework to meet the challenges of disciplinary content instruction. Research questions become: How does Lesson Study impact teacher practice? What is the impact of university and school collaboration on practice? Data is interpreted using a qualitative approach. Findings demonstrate the positive impact of Lesson Study on administrator effectiveness and teacher practice, resulting in greater awareness of student potential. Findings also show the power of collaboration within and across multiple school contexts and with university faculty coaches.

Educational trajectories individualization in high medical and pharmaceutical education: the particularities of representation and the perspectives of the subject-oriented educational environment construction

Introduction. Contemporary university is transferring from retranslation of knowledge in the frame of socially determined requirements to cultural universum, oriented to the formation of a student individuality and, moreover, subjectness. The student with his educational needs, which can be satisfied only in the terms of subject-oriented environment, is placed in the center of the system. The aim of the research is to identify the elements of educational trajectories individualization and to estimate the possibilities of construction of subject-oriented educational environment in medical and pharmaceutical high education in Russia. Research methods. The methodology is based on a combination of the system-functional and praxeological approaches with elements of socio-cultural analysis. The study includes a comparative quantitative and qualitative analysis, content analysis of the representations of the individualization of educational trajectories (websites and Internet materials) of medical and pharmaceutical universities subordinate to the Russian Ministry of Health. Research results. It was revealed that the information about individualization of educational trajectories is provided by the 30 % of the universities subordinated to the Ministry of Health. Individualization is widely represented through the choice of electives, courses of additional professional education and advanced training (59%), level differentiation of the content of disciplines (52%). Individualization is not as commonly represented as the student’s elite education trajectories (8.7%), individual practices, internships and the choice of a mentor / tutor (6.5%), involvement in the formation of soft skills based on competence centers (19.6%). Identified elements can be considered as the elements of the subject-oriented educational environment in the case of their digital integrated maintenance. Conclusion. The individualization of educational trajectories implementation in high education is related to construction of the subject-oriented environment that can be identified in medical and pharmaceutical universities through the particular elements represented various ways. The formation of the environment mentioned above perspectives closely connected not only with the complex approach to the individualization of educational trajectories elements but similarly with the integrated digital educational landscape of a university.

Extracurricular Activities in Environmental Educational Clubs: A Way to Improve Learning and Anchor Environmental Culture In Qualifying Secondary

The recent wave of reform in Education brought with it a lot of important changes to the teaching of science in secondary school, in particular by favouring the integration of new disciplinary and priority fields such as environmental education (EVE). However, it appears that, concretely, EVE actions are rather rare in our educational institutions given the lack of initial teacher training in this field. The context of this work is interested in showing how environmental education clubs can contribute to the improvement of environmental learning and education in qualifying secondary schools. The difficulty of combining environmental education with the teaching of life and earth sciences is associated with the difficulty of linking all school disciplines within a reformed national curriculum. However, it appears that, concretely, EVE actions are rather rare in our educational institutions given the lack of initial teacher training in this field. The context of this work is interested in showing how environmental education clubs can contribute to the improvement of environmental learning and education in qualifying secondary schools. The difficulty of combining environmental education with the teaching of life and earth sciences is associated with the difficulty of linking all school disciplines within a reformed national curriculum. The difficulties raised regarding the institutionalization of the EVE are very real and internationally encountered, but remain diluted through the sum of all the problems related to the new curricula. Despite all the socio-educational, political and economic constraints, it is important to insist that environmental education has its place in the fundamental education of young citizens today in a world they contribute to building. The systematic integration of the environmental dimension in the Moroccan education system can be conceived in two parallel ways: the disciplinary contents that must ensure the construction of skills and solid theoretical knowledge on the environment in the learners by providing them with the necessary knowledge as well as the practical and extracurricular activities provided by the clubs of the environment, considered a crucial and compulsory field, which allows multidimensional teaching linked to the concerns of society.

APPLIED DIRECTION OF THE STUDY OF HIGHER MATHEMATICS BY STUDENTS OF PROFES- SIONAL PRE-HIGHER EDUCATION

The article substantiates the need for a practical, professional focus of studying the course of higher mathematics by students of professional pre-higher education institution. The aim of the article is to highlight the ways of implementing the professional orientation of the content of mathematical disciplines in the education of students in various specialities of vocational higher education. Modern requirements for the development and reform of higher education require an increase in the professional competence of a bachelor’s graduate in each field of knowledge, the ability to creatively approach and find the solution to emerging professional tasks. Therefore, teachers of higher mathematics have the task of reorienting the teaching of the academic discipline with the use of professional problem solving. The purpose of the article is to highlight the ways of implementing the professional orientation of the content of mathematical disciplines in the training of students of professional pre-higher education in various specialties of the college. In connection with the rapid development of science and technology, the training of competent, competitive, and highly qualified specialists requires a high level of skills in applying mathematical apparatus in professional activities. Mathematics is the basis of studying physics, technology, general technical and special disciplines. At present, mathematical education has a significant impact on the formation of professional qualities of a modern specialist who is able to navigate the directions of development of modern science and methods of learning about the world around them, predict the impact of human production on society and the environment. Modern mathematics is used in the study of economic, humanitarian, biological, physical, technical and other phenomena. This is done by building a mathematical model. It takes into account all essential connections within the phenomenon. Under mathematical modelling we will understand the method of researching processes or phenomena by building their mathematical models and researching these processes. The applied direction of solving problems by students of various specialties is oriented towards future professional activity. This is an effective means of increasing learning motivation, and developing mathematical and professional competences. The results of the research are examples of practical problems of various sections of higher mathematics for students of economic and technical specialties. The applied nature of the given problems aims to combine the study of higher mathematics with special training of future bachelors and to give them the opportunity to gain experience in solving production problems, and to increase their professional competence. This is very important in times of fierce competition in the labour market. Conclusion. Practical skills and the ability to use the mathematical apparatus when solving applied, profession-oriented problems increase the motivation of students of higher and pre-higher education, and aid students to study other courses of professional disciplines, and do coursework and diploma projects, which will contribute to the maximum use of mathematical methods in the educational course of higher education mathematicians in the future professional activity. The obtained results open up prospects for further research in the following directions: development of methods of formation of skills to solve applied problems by students of various specialties, as well as strengthening integration links between fundamental and profession-oriented courses.

Exploring Students’ Perspective on Project Based Learning Approach

In recent years, there has been a growing emphasis on innovative pedagogical approaches that aim to enhance language learning experiences, particularly within the realm of English for Specific Purposes (ESP). One such approach that has gained traction is project-based learning (PjBL), which offers a dynamic framework for integrating language acquisition with disciplinary content and real-world problem-solving. This study investigates students’ perceptions of project-based learning (PjBL) within the English for Specific Purposes (ESP) class. With a focus on understanding how learners engage with and perceive PjBL methodologies in ESP contexts, this research employs a qualitative approach, utilizing interviews and observation to gather insights from a participant of 15 students. Findings reveal multifaceted perspectives on the efficacy, challenges, and benefits of PjBL in ESP education. Students express positive perceptionss toward PjBL, noting its effectiveness in enhancing language proficiency, fostering critical thinking skills, and promoting real-world application of language learning. However, issues such as time constraints and varying levels of group dynamics also emerge. These findings highlight the importance of tailored pedagogical strategies that align with students' needs and preferences, suggesting avenues for enhancing PjBL implementation in ESP classrooms. This study contributes to the ongoing discourse on innovative pedagogical approaches in language education, providing valuable insights for educators, curriculum developers, and policymakers aiming to optimize learning experiences in ESP contexts.

Towards a pedagogy for noticing: Piloting a novel intervention for health professions students

Teaching students to ‘notice’ what is happening around them, to be more attuned to what is going on within themselves, and nurturing self-inquiry into one’s practice is desirable yet difficult to achieve. We sought to teach the metacognitive skill of ‘noticing’ to pre-registration health professions students in the context of interprofessional collaborative practice (IPCP). A three-part curriculum was designed: an e-module focused on ‘noticing’ in IPCP; a team-based workplace learning observation and interprofessional debrief; and a written reflective assignment. We found that students concentrated on the disciplinary content of IPCP in the assignments, which ‘overshadowed’ the metacognitive content. We learned that: we had underestimated the challenges of retrofitting new content into existing curricula; that we had not paid enough attention to students’ perceptions about what they want to learn; and working with a large and diverse group of educators requires adequate preparation. The next iteration of this program will improve the constructive alignment between learning outcomes and assessments and provide better support for educators. In the future we will temper decisions to act quickly to implement curricular innovations. More broadly, we suggest that educational design that seeks to take account of qualitatively different but intersecting knowledge domains, such as IPCP and ‘noticing’, is worthy of further study.

The evolution of students’ digital skills as a source of transformation of the learning process in general and vocational education organizations

Mastering digital skills is one of the requirements of the modern world. Digital skills are usually divided into professional and user skills. Professional skills are formed in the systems of secondary, higher, and additional vocational education. User skills can be mastered in the system of general education. The boundaries between professional and user digital skills are increasingly blurred, and, therefore, it is necessary to rethink the requirements for the results of professional and general education in terms of the formation of digital skills.The material of the described study were the results of an independent assessment of digital skills of 8th grade students commissioned by the Department of Education of the Perm City Administration. The content of the independent assessment was designed considering modern international studies on the quality of education as well as primary idea that the digital literacy of each user promotes the building of a conscientious, fair, and secure digital community. The article has been prepared as an interdisciplinary publication that integrates aspects of general and professional pedagogy, methods of teaching mathematics and informatics, and the technical aspect of using software for processing large amounts of data.The study revealed new opportunities for the formation and assessment of digital skills of students of general educational organizations and, as a consequence, formulated recommendations for the training of teachers of mathematics and informatics both in terms of the disciplines content and teaching methods.

Features of master training in the conditions of the university under the education and professional program «PEDAGOGY OF HIGHER SCHOOL. ANDRAGOGY»

The content of the article deals with the issue of «professional competence of the educator», the essential signs of professional competence which are due to constant changes in the world and determine the requirements for a «successful adult» are established. It has been determined that «continuing professional education» involves the process of improving professional specialization which lasts throughout the life of an adult. An important role in this process is played by the andragogic approach. The andragogic approach in the system of higher education today is considered the most relevant in connection with the introduction of continuing education (education throughout life). Based on this the process of training adults who enter the master's program having some experience of professional activity must be built on the basis of the principles of learning but from the standpoint of andragogy. In the course of studying the principles of adult education, the importance of the principle of modular design of the education process; the principle of education support; the principle of information completeness and accessibility; the principle of partnerships between the subjects of the education process and the principle of the self-development regime are proved. Directly andragogy contributes to the formation the necessary skills of those who learn, helps to master the necessary knowledge, forms the skills of planning, implementation, evaluation and correction of the process of their training and their own professional activities. A successful example of such a process is the modeling of the education system at the university regarding the training of students of the second (master's) level which is based on requests and provides for such a structure in which a scientific and problem approach is carried out which involves the integration of various sections of the education modules of academic disciplines. In the context of this the education and professional program «Pedagogy of Higher School. Andragogy», master's degree, field of knowledge 01 Education/Pedagogy, specialty 011 Education, pedagogical sciences, the level of the program of the NQF of Ukraine - level 7, FQ-EHEA - second cycle, EQF-LLL - level 7 and the features of its content are disclosed. It should be noted that through the study of the content of the academic discipline «Basics of Andragogy» in the context of continuous education, undergraduates become aware of the importance of education in the socialization of various groups of the adult population, determine the andragogic potential of formal, non-formal and informal education; learning in the adult education theory; acquisition of skills by students to identify the most relevant problems for different age groups of adults and organize their education activities in such a way as to provide them with an opportunity to get acquainted with various scientifically sound approaches to solving problems that concern them.

The Participation of Women’s Monasteries in Missionary Activities of the Russian Orthodox Church in the Second Half of the XIX – Early XX Centuries

The study of the role of the Russian Orthodox Church in the life of Russian society is an urgent task for Russian historical science. The solution of this problem requires a comprehensive objective study of the missionary activities of Orthodox monasteries in the second half of the XIX – early XX centuries. The contradiction between the insufficient knowledge of the missionary activity of women’s monasteries and the need to study it in order to obtain a holistic view and an objective assessment of this activity has become a research problem. The purpose of the article is to analyze the participation of women’s monasteries in the missionary activities of the church among groups of the Russian population of different confessions in the second half of the XIX – early XX centuries. The novelty of the article lies in the fact that the evolution of the establishment of nunneries is investigated; the main directions and forms of their work are characterized; factors that influenced the work of monasteries in the church mission are identified; the results of their missionary activities are analyzed. For the first time, summary statistics on women’s missionary monasteries are presented. The study was conducted on the basis of a systematic approach using the principles of objectivity and historicism, historical-genetic and historical-comparative methods. The author concludes to the conclusion that the activities of women’s monasteries contributed to the expansion of the church mission through the use of various forms of work with the population. Social and charitable activities were of great importance. The advantage of nunneries is the use of forms of work that are attractive to the population. This not only contributed to the solution of missionary tasks but also ensured the cultural and civilizational development of the population, influenced its religious and moral state. The results of the research can be used in the content of the academic disciplines “History of Russia”, “History of traditional religions of Russia”, in studies on the church mission, the history of Russian Orthodox female monasticism. The prospects of the research are to study the missionary activities of “non-native” nunneries, co-religionist nunneries, and women’s missionary communities

PROFESSIONAL MOTIVATION OF STUDENTS AS A FACTOR FOR INTEGRATING FUNDAMENTAL AND CLINICAL DISCIPLINES IN HIGHER MEDICAL EDUCATION

This article addresses the pressing issue of medical education: the integration of fundamental and clinical disciplines. Given the rapid pace of scientific and technological advancements, the professionalism of modern doctors largely relies on their natural and scientific training, which begins in the early stages of medical university education. Medical and biological physics play an important role in this training, but integrating them into medical education is challenging due to the complexity of the discipline's content, which students must grasp at the outset of their education, and the lack of understanding among first-year students about the connections between physics, mathematics, and medicine. The article discusses various approaches to teaching medical and biological physics, focusing on creating professional motivation among students to master fundamental sciences. It highlights the example of designing an X-ray computed tomography (CT) scanner as a means of motivating students to excel in their studies. The importance of leveraging students' prior knowledge from school textbooks on physics, biology, and chemistry to solve tasks fundamental to clinical practice is emphasized. Using the practical lesson topic “Physical foundations of X-ray diagnostics and X-ray therapy” as an example, the article demonstrates the need to focus on the properties of X-ray radiation relevant to medical applications, such as rheography, fluorography, and CT scans. Professional motivation is further enhanced through activities like participating in a biophysics scientific circle and visiting university clinics and training centers, where students can witness the practical application of their theoretical knowledge. The article underscores the importance of integrating fundamental and clinical disciplines while adhering to pedagogical principles such as scientific rigor, continuity, and consistency.