DEVELOPMENT OF STUDENTS' SUBJECT SCIENTIFIC KNOWLEDGE WHEN TEACHING INVERSE PROBLEMS FOR DIFFERENTIAL EQUATIONS

Abstract

University students in the learning process should be introduced to the modern achievements of world science about the surrounding world. One of the most effective scientific methods of exploring the surrounding world is the scientific method, which is based on mathematical modeling. Mathematical models, from a scientific point of view, have important properties. Among such properties, it is important to emphasize their scientific and cognitive potential, as well as the property of universality.

The use of mathematical models of inverse problems for differential equations makes it possible to study a variety of objects, processes and phenomena in a mobile and efficient manner. Such processes can occur not only in places accessible to the researcher (terrestrial environment, aquatic environment, airspace), but also where it is difficult or impossible for the researcher to get to (the bottom of the world ocean, deep terrestrial environment, outer space). These circumstances clearly demonstrate the need for training specialists in inverse problems at universities. When teaching students inverse problems for differential equations, their creative abilities develop, fundamental scientific knowledge is formed both on inverse problems and other scientific knowledge, and a scientific worldview develops.