VISUALIZATION OF PHYSICAL PROCESSES AS A MEANS OF DEVELOPING PROFESSIONAL COMPETENCIES AMONG STUDENTS MAJORING IN COMPUTER AND SOFTWARE ENGINEERING (ON THE EXAMPLE OF THE JOULE–LENZ LAW)

Abstract

This article examines a pedagogical approach based on the collaborative creation of infographics on the topic of the Joule–Lenz law by teachers and students. The study was conducted with students majoring in Computer Engineering and Software Engineering. It is demonstrated that the principle of visualization can be effectively implemented through the digital representation of physical processes and phenomena in higher education. Particular attention is paid to the role of infographics as a tool for developing the professional competencies of future IT specialists. Involving students in the graphical modeling of physical laws through modern digital technologies and artificial intelligence tools contributes to a deeper understanding of educational material, the development of engineering thinking, information analysis skills, and project-based learning competencies. As a result of the collaborative work between teachers and students, six original infographics were created, each reflecting a specific aspect of the Joule–Lenz law, including the physical nature of the phenomenon, practical applications, electrical circuits, household devices, and engineering risks. The findings indicate that this form of work increases students’ motivation to study physics, strengthens interdisciplinary connections, and allows physics to be perceived as an important component of the professional training of future engineers.