On the increasing the motivations of students-biologists of pedestrians in the course of general physics

The article examines the technologies of integration education as one of the regulators (motives) of its cognitive activity on the example of a course in general physics for students of biology. Integration learning reveals approaches to reflecting content through not separate isolated disciplines like physics and biology, but through integrated educational areas (modules). The study of natural science subjects in schools of the republic is more focused on the acquisition and demonstration of knowledge than on their application, as well as the development of the integrity of the practice’s characteristic of the natural sciences. These significant gaps in schooling can be filled in university practice by including in the curriculum a training module that allows you to move to interrelated, complementary, and integrated learning. The implementation of the training module during the academic year is not required and can be included in the structure of a regular training course, have the status of a meta-subject topic or section. Motivation is an important component of educational activity, through the implementation and through which the activation of educational activity and the development of the creative potential of future biology teachers to solve a number of professionally oriented tasks is carried out.