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Abstract
The vocational training in agricultural and technical High School should be provided and organized in a systematic, rational, effective ways. The integration of Ukrainian High School in European education considers the training of a universal specialist competent both in theoretical study and practical application of farming and engineering. The first attempts have already been done: dual education projects are encouraged by the Ministry of Education of Ukraine. The paper reports on teaching Physics through the implementation of profession based elements. Therefore, the aims of this paper are threefold: (1) to characterize the scientific knowledge in connecting theoretical and practical areas of study, to determine the basic characteristics according to standardized training programme future specialists in agriculture and engineering should have, (2) to develop the strategies for integrating the profession-based approach to teaching academic disciplines on the basis of the pedagogical experiment that involved 176 student-respondents and 41 teacher-respondents and (3) to create integrated curriculum, profession-based lecture samples and problem book in Physics for students majoring in Power Engineering in Agricultural Complex. The survey was carried out on the basis of the State Agrarian and Engineering University in Podillia, Lviv National Agrarian University and Nizhyn Agricultural University. To gain evidence about the effectiveness of implementation of profession-based material in Physics course in vocational training of future power engineers we used specially designed questionnaires, interviews and observation of behaviour. The results of the study proved that the use of profession-based material promotes the formation of student natural knowledge, as well as a wide range of practical skills and abilities. Providing the professional competence in training stimulates cognitive interest in t studying Physics as a science, helps to absorb material from other science disciplines, to develop their cognitive and creative abilities and to influence on the formation of persistent motifs to obtain knowledge from special disciplines.
Highlights
The system of Higher Education in Ukraine has been reformed for more than 10 years and we can’t ignore the positive results it has already gained
The purpose of the article is to define the basic principles of professional competence formation and to determine the most effective ones that form the readiness to future professional activities; to describe the procedure of implementation of vocational and oriented strategies in Physics training for students majoring in agriculture and engineering; to test the effectiveness of applying the profession-based elements in Physics course that will facilitate more meaningful study and successful application of Physics knowledge in disciplines of professional and practical training of the future engineers
For a more profound study of profession-based approach in Power Engineering High School, we developed a questionnaire to find out the attitude of students to study Physics. (Table 1)
Summary
The system of Higher Education in Ukraine has been reformed for more than 10 years and we can’t ignore the positive results it has already gained. Modern labour market starts to experience the need for «transprofessional» workers - flexible and universal specialists due to their brainwork and abilities to work in different professional environments (PERKIN, 2002). The aim of the project is to educate a qualified expert in cooperation with employers. This project is beneficial to all participants. The student gets a higher level of practical training (only 30% of learning time is devoted to theoretical study in university, the rest of training takes place at factories, plants, agricultural farms etc.), the employer will get the employee he needs, and the university will get greater opportunities for training students. The implementation of dual education in technical and agricultural universities will ensure deep professional skills and working experience (the students get the opportunity to work on modern equipment), learning the corporate ethics. That is why we consider the implementation of profession-based elements in Physics course an up-to-date issue
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