The Model of Fundamental Chemical Training of Bachelors of Technical and Technological Directions in the Conditions of Blended Learning

Introduction. The core of technical knowledge is formed by the fundamental mathematical, physical and chemical knowledge, which is necessary for creation and improvement of devices, materials and technologies, competent implementation of production operations and use of various chemicals in the industrial sphere, taking into account their influence on the environment and the human body. Fundamental chemical training plays a significant role in the formation of chemical competency and development of the components of cross-cultural, general professional and professional competencies of future engineers. However, the analysis of educational practice demonstrates the discrepancy between the level of fundamental chemical training of graduates and the modern requirements to engineering education.

Methodology and research methods. The research was carried out on the basis of multilevel methodology including dialectical principles, categories and regularities of the knowledge theory. The key ideas of the system-based, person-oriented, integrative, technological, competency-based, information-and-activity-ba- sed and environmental approaches were employed. The methods of comparative analysis and conceptual modelling were used. The assessment of the results of a pedagogical experiment was conducted by means of the method of diagnostics of reflexive abilities and the median method; the coefficient of system knowledge was calculated on the basis of the component analysis of the formed competencies.

Results and scientific novelty. The concept and the structural-functional model of the fundamental chemical training of bachelors in the information-and-activity-based educational environment of blended learning have been proposed. This model provides a holistic framework for the interconnected target, content, organisational and administrative, procedural activity-based and productive evaluative blocks. Moreover, the model accumulates the achievements in the field of e-learning and involves the acquisition of the subject (chemical), methodological invariants and the variable component of the academic programme that together constitute the fundamental chemical training. An e-learning course based on videoconferencing and Web 2.0 technologies allows teachers to efficiently integrate classroom and independent work of students and to upgrade lectures and practicals. Modern pedagogical project-based technologies, gradual development of critical thinking, sustainable implementation of elements of research work into laboratory chemical practicum contribute to the positive dynamics of the quality of students’ acquired knowledge and skills. The approbation of the model, which was carried out inSiberianFederalUniversity from 2015 to 2018, has confirmed its efficiency. The results of the model adaptation are demonstrated in the present article.

Practical significance. As presented by the author of publication, the theoretical-methodological bases of fundamental chemical training of the bachelors, enrolled in a wide range of programmes of technical and technological directions, can considerably improve the effectiveness of vocational education and increase the competitiveness of graduates in the labour market.

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