Training as an Effective Method of Practical Training of Biological Students

Keywords: training,, biology students,, educational process,, hard skills,, soft skills.

Abstract

Modernization of education in Ukraine in accordance with modern requirements actualizes the study of the training form of work for students of different specialties. The goals, tasks and advantages of using trainings in the educational process are considered. A specialist in the field of biology has ample employment opportunities (from laboratories and horticultural farms, to ecological tourism). We consider training as the best method for the development of highly specialized professional skills (hard skills) and skills of interpersonal interaction (soft skills) for a biology student. The structure of educational training for students of biologists is offered. The main purpose, tasks and three thematic blocks of training are described. The first is aimed to understanding the importance of the profession, a holistic view to a particular activity. The second is aimed to developing specific professional skills and abilities. The third is focused on the participants’ awareness of themselves in the system that becomes part of their activities and the optimization of relations to this system. The use of training in classes on the topic: «Structure and functions of the flower» for biology students is described. In the training we used the method of group discussion. The training within the course «Plant Biomorphology» is aimed at developing biology students hard skills (repetition and systematization of knowledge about flower structure, flower functions and fruit structure) and soft skills (ability to work in a group, establish interpersonal interaction, division of responsibilities, definition leader). Prospects for the study are seen in the full development and testing of training for students of biology.

References

1. Bol’shakov, V. Ju. (1996). Psihotrening: Sociodinamika Uprazhnenija [Psycho¬training: Sociodynamics. Exercises]. Igry. Sankt-Peterburg (in Russian).
2. Bitjanova, M. R. (1995). Psihologija lichnostnogo rosta [Psychology of personal growth]. M. Mezhdunarodnaja pedagogicheskaja akademija (in Russian).
3. Verbickij, A. A. (1991). Aktivnoe obuchenie v vysshej shkole: kontekstnyj podhod [Active learning in higher education: a contextual approach]. Moskva: Vysshaja shkola (in Russian).
4. Kocherha, O. M. (2014). Osoblyvosti vykorystannia treninhovykh tekhnolohii u protsesi formuvannia praktychnoi komponenty profesiinoi pidhotovky maibutnoho uchytelia [Features of the use of training technologies in the process of forming a practical component of professional training of future teachers]. Molodyi vchenyi-Young Scientist, 2 (05), 116–119 (in Ukrainian).
5. Sikora, Ya. B. (2011). Vykorystannia treninhiv u profesiinii pidhotovtsi kompetentnykh fakhivtsiv z informatyky [Use of trainings in professional training of competent specialists in informatics]. Psykholoho-pedahohichni problemy silskoi shkoly: zbirnyk naukovykh prats Umanskoho derzhavnoho pedahohichnoho universytetu imeni Pavla Tychyny – Psychological and pedagogical problems of rural school: collection of scientific works of Uman State Pedagogical University named after Pavel Tychyna, 36, 115–121 (in Ukrainian).
6. Skyba, M. (2016). Formuvannia umin ekoloho-pedahohichnoi diialnosti maibutnikh uchyteliv biolohii u protsesi treninhu [Formation of skills of ecological and pedagogical activity of future biology teachers in the process of training]. Pedahohichnyi protses: teoriia i praktyka (seriia: pedahohika) – Pedagogical process: theory and practice (series: pedagogy), 4 (55), 124–129 (in Ukrainian).
7. Markova, A. K. (1996). Psihologija professionalizma [The psychology of professionalism]. Moskva: Mezhdunarodnyj gumanitarnyj fond «Znanie» (in Russian).
8. Ushatova, I. V. (2012). Uchebno-professional’nyj trening kak sredstvo podgotovki budushhih pedagogov professional’nogo obuchenija [Educational and professional training as a means of preparing future teachers of vocational training]. Extended abstract of candidate’s thesis. Moskva: FGBOU VPO MGAU (in Russian).
9. Tsurul, O. A. (2017). Metodyka orhanizatsii ta provedennia seminariv: osoblyvosti pidhotovky maibutnikh uchyteliv biolohii [Methods of organizing and conducting seminars: features of training future biology teachers]. Pedahohichni nauky: teoriia, istoriia, innovatsiini tekhnolohii: nauk. zhurnal – Pedagogical sciences: theory, history, innovative technologies: sciences. journal, 9 (73), 130–140 (in Ukrainian).
10. Apiñaniz-Fernandez de Larrinoa, E. et al. (2017) Welcome Program for First Year Students at the Faculty of Engineering of Vitoria-Gasteiz. Soft Skills. In: Graña M., López-Guede J., Etxaniz O., Herrero Á., Quintián H., Corchado E. (eds) International Joint Conference SOCO’16-CISIS’16-ICEUTE’16. SOCO 2016, CISIS 2016, ICEUTE 2016. Advances in Intelligent Systems and Computing, 527. Springer, Cham. https://doi.org/10.1007/978-3-319-47364-2_69
11. Bonnes, C., Hochholdinger, S. (2020). Approaches to Teaching in Professional Training: a Qualitative Study. Vocations and Learning. https://doi.org/ 10.1007/s12186-020-09244-2
12. Collins English Dictionary. Intense Educational. Ltd., 2000.
13. Dell’Aquila, E., Marocco, D., Ponticorvo, M., di Ferdinando, A., Schembri, M., Miglino, O. (2017). Educational Games for Soft-Skills Training in Digital Environments. New Perspectives. Switzerland: Springer. DOI: https://doi.org/10. 1007/978-3-319-06311-9
14. Guidarelli, L. (2015). Professional training and research: which resources? Italian Journal of Pediatrics, 41(Suppl 2): A41. DOI: https://doi.org/10.1186/1824-7288-41-S2-A41
15. Jayaram, S., Musau, R. (2017). Soft Skills: What They Are and How to Foster Them. Bridging the Skills Gap, Technical and Vocational Education and Training: Issues, Concerns and Prospects, 26, 101–122. DOI: https://doi.org/10.1007/978-3-319-49485-2_6
16. Laker, D. R., & Powell, J. L. (2011). The differences between hard and soft skills and their relative impact on training transfer. Human Resource Development Quarterly, 22, 111–122. DOI: https://doi.org/10.1002/hrdq.20063
17. Mampane, S. T. (2017). Professional Training and Lifelong Learning for School Heads of Departments: A Gateway for Headship Continuous Improvement. In: Amzat I., Valdez N. (eds) Teacher Empowerment Toward Professional Development and Practices. Springer, Singapore. DOI: https://doi.org/10.1007/978-981-10-4151-8_8
18. Stevenson, J. C. (2012) Vocational Learning. In: Seel N. M. (eds) Ency¬clopedia of the Sciences of Learning. Springer, Boston, MA. DOI: https://doi.org/ 10.1007/978-1-4419-1428-6
19. da Silva, M. N. P., Lago, E. C., Nery, I. S., Almeida, C. A. P. L., Tapety, F. I. Maia, A. B. B., & da Silva, E. S. (2020). Elderly health: professional training and performance in primary health care. Bioscience Journal, 36(4). https://doi.org/10. 14393/BJ-v36n4a2020-42688
Published
2020-08-03
How to Cite
Fishchuk, O. (2020). Training as an Effective Method of Practical Training of Biological Students. Psychological Prospects Journal, (35), 148-161. https://doi.org/https://doi.org/10.29038/2227-1376-2020-35-148-161