Conditions for effective seminars in teaching physics in higher education

in light of the realities of professional practice in an environment of accelerating scientific and technological development, this paper demonstrates the need to re-evaluate the effectiveness of physics education in higher education institutions and, consequently, its methodological support. Conditions for effective physics seminars, from both didactic and methodological perspectives, are formulated and justified with respect to their content and organization within the educational process. The main conditions highlighted are: the scientific and practical nature of the seminars; the completeness and integrity of the methodology of scientific and technological problem-solving in its specific manifestations; the professional significance and relevance of the seminar’s problematics; the demand for self-education and information-analytical work of students; the project-based approach to formulating the problem to be studied; the educational value of the subject matter; the students’ autonomy in choosing (developing) a solution to the problem; and the seminar’s foundation as an expert-level event. Using a concrete example of a seminar dedicated to studying the problem of protection against intense laser radiation, the possibility of implementing these conditions in the practice of physics education is shown. An argument is developed in favor of conducting scientific and practical physics seminars aimed at selecting and justifying a method for the experimental solution of problematic tasks and analyzing the functional capabilities of individual classes of objects of interest.

scientific and technological development, teaching physics in higher education, scientific and practical seminar, seminar topic selection, project-based structure, research method for organizing educational activities