Methodological aspects of training future agroengineers

19th International Scientific Conference Engineering for Rural Development Proceedings

Булгакова

et al. 2020

The contemporary labour market requires from the future agricultural engineers not only in-depth theoretical knowledge, but also an ability to apply it independently in non-standard production situations. The article deals with problems how to clarify the level of the students' readiness for production activities in the agro-engineering sphere. It has been established that in the training process of engineers, an urgent task is brought to the forefront -to provide conditions that ensure efficient professional self-development of the creative potential of a student's personality; to achieve a high level of development and training of the future professionals, including, perhaps, through new, reassessed approaches to the content and organisation of the students' knowledge control process. The paper substantiates a presumption that the principal task of all kinds of the students' knowledge control is to verify the fulfilment of the ultimate goal of professional training -the formation of a multicomponent structure of technical thinking, as well as engineering and educational-cognitive skills, that is, checking whether the students' technical thinking has reached the structure to be formed the level of readiness for the future engineering occupation in the selected speciality. Implementation of the developing function of the knowledge control can be efficiently carried out by involving students in productive search activities, aimed at solving real engineering problems and problem situations. The results of comparative studies allowed drawing a conclusion about significant advantages of the indicators of the students from the experimental groups over the reference ones. So, 29 % of students in the experimental groups demonstrated a creative level of educational and cognitive activity, while in the reference groups there were 22 % of such students.

Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Possibilities to control students’ knowledge while trained for their future occupation in field of agricultural engineering

19th International Scientific Conference Engineering for Rural Development Proceedings

Булгакова

et al. 2020

“…The review aimed to summarize the current level of research focused on education and curricula, touching on the concept of competencies and covering a period of 20 yearsfrom 1997 to 2017. Based on this review, the authors suggested that there are two different labels for "competencies" in education [2]. Namely: from the theoretical point of view, competence is conceived as a cognitive structure that promotes a certain behavior; from the operational point of view, competencies, the authors suggest, cover a wide range of higher-order skills and behaviors, representing the ability to deal with complex, unpredictable situations; this operational definition includes knowledge, skills and strategic thinking, and assumes conscious and intentional decision-making [3].…”

Section: Introductionmentioning

confidence: 99%

Studying requirements for substantional list of professional knowledge for students of agricultural engineering specialities

20th International Scientific Conference Engineering for Rural Development Proceedings

Bulgakov

et al. 2021

Self Cite

Training in agricultural universities of mechanical, process and design engineers for the field of agroindustrial production in modern conditions requires new approaches that provide a higher level of knowledge in comparison with the already working specialists. The research solved the following main tasks: a) consideration, establishment and analysis of the concepts of professional competence of an engineer; b) by means of expert survey of employers determination of rank correlation of necessary competences to consider aspects of their formation at engineering faculties of agrarian universities; c) by results of the expert survey establish whether a graduate of an engineering faculty has significant competences and exactly which, and after what time they began to manifest. The analysis of the results of the employers' survey has shown that the main and significant part of agribusiness managers believe that for graduates of mechanical and technological faculties, the important competence of higher engineering education is a thorough knowledge of the structure of modern high-tech equipment and agricultural machinery. Another part of the interviewed employers believe that the main competence of an agricultural engineer should be: firstlydeep theoretical knowledge, which forms the engineering competence of a specialist; secondly no less important, conscious understanding of the features of agro-business relations; thirdlyreadiness for selfimprovement. Graduate of an agro-engineering faculty of a university should acquire such knowledge, which will allow him at the beginning of his production activity to adapt as soon as possible to the real conditions. Then in insignificant time terms he is involuntarily forced to lag behind the "practitioners" at the beginning, but during the following terms from 1 to 19 months he gains advantage (according to the expert group survey), thanks to the new, acquired knowledge obtained through new teaching methods and with the help of IT-technologies.

“…In addition, the task of creating conditions that ensure continuous development of the professional potential of the student's personality comes to the foreground. In psychological and pedagogical scientific works, there are increasingly studied problems, associated with the need to increase the level of cognitive independence of the students, which as a result, are transformed into a readiness for professional activity and professional self-improvement [1]. The quality level of training of the future engineers not fully meets the needs of modern production and directly depends on their interest and participation in the practical and research work in their chosen specialty [2].…”

Section: Introductionmentioning

confidence: 99%

Investigation of pedagogical conditions for development of professional self-perfection skills of future agricultural engineers

19th International Scientific Conference Engineering for Rural Development Proceedings

Булгакова

et al. 2020

The engineer of modern agricultural production is obliged to improve himself, that is, to have persistent skills in creative professional self-training. The investigations were conducted within two Engineering faculties of the National University of Life and Environmental Sciences of Ukraine, as well as the Engineering Faculty of the Latvia University of Life Sciences and Technologies. Achievement of the goals in the educational and cognitive activities of the future engineers depends on how fully the conditions of modern agricultural production, as well as the objective pedagogical conditions that determine the difficulty of the objects of study are considered. One of the main tasks of the formation of the readiness of the future agricultural engineers for professional activities and self-development in the process of teaching general engineering disciplines is the use of methods to enhance educational and professional activities. An efficient mechanism for the improvement of the educational process is the close cooperation of universities with the agricultural employers, and their involvement in the formation and implementation of the programmes, specialties and specialisations, coordination with them of educational and professional standards of modern engineering training. From the surveys the most significant skills to achieve the goals of independent educational and scientific activity of the future engineers were identified -this is the ability to find, analyse and interpret information in the process of educational and scientific activity, and-a skill to pursue a healthy way of life, to work efficiently, to spend one's free time in a rational manner.