The use of interdisciplinary approach for the formation of learners’ situational interest in Physics

To teach without motivation is difficult. Therefore, the problem of learners’ motivation is relevant in education (e.g., Krapp, Hidi & Renninger, 1992; Chow & Yong, 2013; Leung, 2015; Ghbari, 2016; Baran, 2016). A small number of learners like to study physics in schools of Ukraine. This affects the choice of professions by learners and on the prestige of professions of technical directions. Often learners do not like to study physics because its complexity. In this way, the tasks of the teacher are to make physics teaching more accessible, understandable, and interesting. An analysis of educational journals makes it possible to determine the different approaches for the formation of learners’ interest in physics (Table I).

Table I. Different approaches for the formation of learners’ interest in physics

Authors	Offers
Fischer & Horstendahl (1997)	discource oriented learning environment
Kazachkova, Kasperskiy & Polikhun (2010)	cognitive presentations with elements of show
Shulika (2010)	tasks with everyday content
Hong & Lin-Siegler (2012)	images of scientists
Koç & Böyük (2012)	hands-on science experiments
Kazachkova (2013)	use of non-standard equipment for experiments
Peciuliauskiene (2015)	digital physics experiments
Pečiuliauskienė & Dagys (2016)	physics experimental activities

Many branches of modern science are related closely. Therefore, the school subjects cannot be isolated from each other. The problem of interdisciplinary approach is relevant in current education (e.g., Bayer, 2009; Boix-Mansilla, 2010; Crowther, 2012; Lipszyc, 2012; Steiner-Khamsi, 2014; Holubova, 2015). According to Casey (2009), “the interdisciplinary approach has become an important and challenging technique in the modern curriculum” (p. 76). Manolea (2014) said that “learning the basic sciences in interdisciplinary spirit ensures the enhanced effectiveness of the school performance, allowing student to understand that physics, chemistry, biology, mathematics are open systems whose structure may be changed and whose borders are pushed increasingly on humanity (p. 81). Turna and Bolat (2016) proved that interdisciplinary approach provides the didactic conditions and means of deep and comprehensive mastering the basics of science. The possibility of using the interdisciplinary approach for the formation of learners’ interest in physics has been not investigated enough. The aim of this article is to prove the advisability of using the interdisciplinary approach for the formation of learners’ situational interest in physics.