STEM-MAGNETIC LEVITATION EXPERIMENT
DOI:
https://doi.org/10.31110/fmo2026.v41i3-02Keywords:
magnetic levitation, superconductivity, Meissner effect, high-temperature superconductor, physical experiment, experimental competenciesAbstract
Problem formulation. The phenomenon of magnetic levitation using high-temperature superconductors (HTSCs) allows integrating knowledge of electrodynamics, solid-state physics, and cryogenic engineering. However, its pedagogical potential as a means of forming experimental competencies of students of physics and mathematics specialties remains insufficiently realized.
The purpose of the article is to develop and test STEM-oriented laboratory work in physics based on the phenomenon of magnetic levitation with volumetric HTSCs and empirically verify its impact on the formation of competencies of students.
Materials and methods. The educational experiment was implemented in the form of laboratory work on the study of magnetic levitation between a permanent magnet and HTSCs at liquid nitrogen temperatures. The study used theoretical and empirical methods: analysis of scientific and methodological literature, generalization of pedagogical experience, educational physical experiment, observation of students' activities, and analysis of experimental measurement results.
The operationalization of experimental competencies was carried out according to four indicators: planning, operational-measuring, analytical, and interpretative-reflective competence. Each component was operationalized through a system of indicators and quantitative assessments. The study was conducted in the format of a quasi-experimental pedagogical study with a “before/after” design without a control group. The pedagogical influence was STEM-oriented laboratory work on magnetic levitation. The structure of the study included the following stages: initial diagnostics of the level of formation of experimental competencies; pedagogical influence - performance of laboratory work on magnetic levitation; final diagnostics according to the same indicators.
Results. A comparative analysis of the results before and after the laboratory work showed positive dynamics according to all indicators. The share of students with a high and sufficient level of experiment planning increased from 35% to 68%. The level of formation of experimental data processing skills increased from 29% to 71%. The number of errors in interpreting the results decreased by 53%.
Conclusions. STEM-oriented magnetic levitation laboratory work provides a statistically significant improvement in learning outcomes and the development of all components of experimental activity.
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