Abstract
The article considers the problem of activation of students’ cognitive activity and efficient use of study time while studying by them of the definition of measurement uncertainty and its calculation. Survey of 56 students studying in specialty “Metrology and information and measurement system” demonstrated that 80% among them assumed this topic to be the most difficult in the course “Principles of metrology”, and 60% answered that they required more time to digest it than provided in the discipline plan. To eliminate this discrepancy, students were proposed with the methods of working with educational materials for independent study with further practice in classroom: supporting signals and blitz games. Such pedagogical methods are focused on gaining a better understanding of theory for the same period. At the second stage the authors asked the students to evaluate those skills they have gained. The survey demonstrated that 30% of students interviewed found it difficult to calculate measurement uncertainty during classroom and graduation project, as well as when solving application tasks requiring for calculation of uncertainty, when studying interdependent disciplines. 18% asked that they could not make a budget of uncertainty by themselves. 70% noted that they wanted to receive more practical examples of solving such tasks. The authors chose the “case study” method, one its prominent feature is the creation of problem situation based on facts of real life or professional activity. The results demonstrated that, subject to static essentiality and compared to the control group, successfulness of learning measurement uncertainty increased by 16 %, and quality – by 12 %.
Highlights
Due to the growing competition on the labor market, globalization and intensification of production facilities, the employers prefer to employ those interviewees with practical experience of solving professional tasks
Satisfying the internal requirements of the education system become less important than satisfying the external requirements of the labor market, which considered as a key condition in students teaching process success
This makes the matter of forming students’ professional skills essentials more than ever. Such situation changes the familiar roles of student and teacher: the student should become an active participant in the educational process, the teacher – should become the organizer of student’ cognitive activity, and not just an informant
Summary
Due to the growing competition on the labor market, globalization and intensification of production facilities, the employers prefer to employ those interviewees with practical experience of solving professional tasks. Satisfying the internal requirements of the education system become less important than satisfying the external requirements of the labor market, which considered as a key condition in students teaching process success This makes the matter of forming students’ professional skills essentials more than ever. According to the authors, the generalized model of the such learning provides for active students participation in the learning process, ability to apply knowledge in the real conditions; presenting concepts and knowledge in various forms; approach to the teaching as a collective activity, not as an individual activity; accent on the comprehension rather than memorizing They recommend implementing these principles by using personal-oriented learning, lections-visualizations, case studies, test assessments, block-module learning, projects method, collaborative learning
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