ФОРМУВАННЯ НАУКОВОГО ПОТЕНЦІАЛУ ІНЖЕНЕРНИХ КАФЕДР У ПРОЦЕСІ ВИКОНАННЯ НАУКОВО-ДОСЛІДНИЦЬКИХ РОБІТ ЯК ПЕДАГОГІЧНА ПРОБЛЕМА

Abstract

The results of the analysis of scientific literature and dissertations on the topic of the study show that the problem of forming scientific potential in universities of the III-IV level is relevant for the pedagogy of higher education. The purpose of the paper is to substantiate the creation of a pedagogical system of the scientific potential formation at the engineering departments in the process of carrying out scientific research works. Conducting scientific research in higher education should be considered as certain pedagogical system of educational and scientific processes. Pedagogical system formation of the scientific potential at the engineering departments in the process of scientific implementation, should be presented as a set of structural and functional components interconnected on the basis of purposefulness, adaptability, optimality, effectiveness, which provides the possibility of use modern forms and methods of education, implementation of methodical recommendations for performance of scientific activities, psychological support and adaptation to the conduct scientific research, an environment of interaction between researchers and teachers department. Methodology of the study is based on the presentation of the pedagogical system for formation of the scientific potential at the engineering departments in the process of carrying out research works by the teachers of the maritime university as a set of structural and functional components that are fundamentally interconnected purposefulness, adaptability, optimality, effectiveness, provides the possibility of using modern forms and methods of training, implementation methodical recommendations for carrying out scientific and psychological activities support and adaptation to scientific research, interaction environment scientific workers with teachers of the department. The paper outlines the following didactic principles: scientific, rational combination of collective, group and individual works; flexibility and dynamism in scientific research; priority independence and activity in choosing a topic; dialogization and subject-subject organization of scientific research; use of practical experience in solving problematic – situational phenomena according to the scientific approach; expansion of creative potential, interconnection and interaction; modularity; anticipatory character in choosing the object and subject of research; overcoming the stereotypical approach to problem solving and thinking, mutual enrichment. Results. According to these principles, the content of the formation of the scientific potential at the engineering departments is defined discipline. A number of contradictions due to the place and role of engineering were revealed department in the educational activity of the educational institution on the one hand and work on scientific research topic of the department on the other hand. Determined ways to solve defined contradictions on the example of the conducted research and practical experience at the Engineering department of the Danube Institute of the National University "Odesa Maritime Academy". Practical implications. Developed author's concept of the scientific potential development at the educational institution, the main role in which belongs to the departments where the general scientific staff is formed and provided collective scientific research that directs the scientific activity of teachers to understanding the need to conduct research on technical and pedagogical problems directions. Value/originality. According to this approach, a corresponding structural model was designed formation of scientific potential in conditions of continuous training of specialists of sea transport through the scientific and industrial complex of continuous education, a namely: "college – institute – university – postgraduate education". In this case, the staff of the department is able to provide not only professional and personal, but also scientific growth of young teachers and teachers-practitioners of the department on such principles: integrity, joint productive scientific activity, intensification scientific activity of cadets, activity-oriented professional preparation.