Methodology for Organizing Experimental Work to Develop Students’ Scientific Worldview Through Teaching Philosophy on The Basis of Interdisciplinary Integration
DOI:
https://doi.org/10.55640/eijp-06-06-15Keywords:
Scientific worldview, interdisciplinary integration, philosophy teachingAbstract
This article substantiates the methodology for organizing experimental work aimed at developing students’ scientific worldview through teaching philosophy on the basis of interdisciplinary integration. The author describes the logic, stages and instrumentation of a pedagogical experiment conducted at five higher education institutions of the Republic of Uzbekistan, in which the interdisciplinary integrative method of teaching philosophy was implemented in the experimental groups. The article reveals the criteria-based diagnostic apparatus built upon four structural components of the scientific worldview – ontological, epistemological, methodological and axiological – and characterizes the corresponding levels of their formation. Particular attention is paid to the quasi-experimental design with non-equivalent control groups, the procedures for ensuring internal and external validity, and the statistical processing of empirical data by means of Student’s t-test, Pearson’s chi-square criterion and Cohen’s d effect size. The proposed methodology makes it possible to obtain reliable evidence of the effectiveness of interdisciplinary integration in philosophy teaching and may serve as a model for organizing experimental research in the didactics of social and humanitarian disciplines.
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