CRITICAL THINKING IN THE PROFESSIONAL ACTIVITY OF FUTURE MINING ENGINEERS-GEOLOGISTS

Abstract

A modern mining geological engineer needs to be able to analyze and evaluate the material composition of rocks, ores and types of mineral deposits. This involves the use of such logical operations as comparison, analogy, generalization. The ability to assess the reliability of the information received is closely related to the ability to analyze it, draw adequate conclusions, and make the right decisions. This is only possible if the future mining engineer-geologist has critical thinking. As a means of forming critical thinking in practical classes in the process of teaching mathematics, a case method or a method of analyzing specific situations was chosen. Its peculiarity is that it can be implemented in such a teaching method as mathematical modeling, which is practically the only tool in engineering practice in geological research and exploration of mineral deposits. In the process of teaching mathematics, cases are presented in the form of tasks. When solving problems, students not only master a set of mathematical knowledge and skills, but also establish a connection between mathematics and their future professional activities. Also, the task is a means of forming and developing critical thinking, since the student’s thinking activity is almost always associated with the presence of a problem situation that needs to be solved and the understanding that the student does not always have enough available knowledge to solve it. An example of a case-task on the formation of critical thinking by means of drawing up, analyzing and evaluating a mathematical model using the method of correlation and regression analysis is given. Students understand the problem situation, identifyits basic components, analyze the data obtained empirically, build a graph (correlation field). They put forward a hypothesis. To quantitatively characterize the analysis, students calculate the correlation coefficient and test the hypothesis. Solution options are compiled and evaluated: for a given sample, the coefficients of the linear regression equation are found and plotted. With the help of reference data, the accuracy of the obtained mathematical model is assessed. Based on the analysis of the assessment of the accuracy of the model, students understand their own actions, analyze the information studied. This leads to the formation of critical thinking.