Translation. Region: Russian Federation –
Source: Peter the Great St. Petersburg Polytechnic University –
An important disclaimer is at the bottom of this article.
In the dynamic world of education, where digital tools and interdisciplinary approaches are becoming an integral part of the learning process, training a new generation of teachers plays a key role. This was the focus of an intensive educational module completed by physics students from the A.I. Herzen State Pedagogical University of Russia, under the guidance of leading specialists from the Physics Department of Peter the Great St. Petersburg Polytechnic University. The program was coordinated and managed by Associate Professor Natalia Leonova, Curator. Associate Professors Victoria Mizina and Nikolai Rul, and Professor Nikolai Khokhlov provided instructional guidance to the students.
During the strategic networking event, future teachers were immersed in the modern educational ecosystem of the Polytechnic University.
The program, built around the course "Using Resources of Supplemental Physics Education," launched in the Institute of Physics and Mathematics's teaching lab. Students explored a range of modern laboratory equipment in detail: from equipment for field experiments to advanced digital labs and unique remote-access devices that eliminate classroom boundaries. This introduction is an important step toward making physics lessons in schools more visual, technologically advanced, and engaging.
Future teachers gained cultural and historical context at the Polytechnic History Museum, where they learned about the centuries-old traditions of training Russian engineers. A separate section of the program included an introduction to the Open Education Center. The center's director, Svetlana Kalmykova, gave a special lecture and workshop for future teachers on technologies for creating distance learning courses. During the lesson, students learned tools for designing flexible and accessible educational spaces.
Particular attention was paid to methodological excellence. The lecture "Methodology for Conducting Physics Demonstrations for Engineering Classes" focused on the specifics of working with motivated students for whom physics is the foundation of their future profession.
While honing their professional skills, the Herzen students visited the Civil Engineering Institute. This visit was aimed at exploring the teaching practices of physics in an applied, engineering context.
The route included three key locations and began in the life safety laboratory of the Higher School of Technosphere Safety. Here, senior lecturer Yulia Logvinova not only presented the laboratory complex but also described the methodology for organizing such classes. The highlight was a practical session where each future teacher measured their own body electrical resistance, transforming themselves from observers into active participants in the experiment.
The students then visited the Additive Technologies and 3D Printing educational lab. Here, they saw how abstract physical and mathematical principles are materialized into components and prototypes, opening new horizons for project-based activities at school.
The tour concluded with a tour of the MetaCampus Polytech digital platform, which showcases the potential of virtual and augmented reality for creating immersive educational environments.
The students incorporated all of their accumulated experience, observations, and analytical findings, gathered under the guidance of their instructors, into their final projects. During the final assessment session, they presented the results of their experimental work and demonstrated their willingness not only to absorb new knowledge but also to creatively adapt it for future teaching.
This educational journey, under the careful guidance of experienced mentors, became a bridge between classical pedagogical training and the demands of the modern technological world for future physics teachers.
Please note: This information is raw content obtained directly from the source. It represents an accurate account of the source's assertions and does not necessarily reflect the position of MIL-OSI or its clients.