DIDACTIC ASPECTS OF TEACHING THE COURSE «METHODOLOGY AND ORGANIZATION OF SCIENTIFIC RESEARCH»

Abstract

The global development of biotechnology and biopharmaceuticals is currently undergoing a period of profound transformation in ideas, technologies and knowledge. Under such conditions, the primary task of modernizing the educational environment in higher education institutions is to train competent specialists in biotechnology and bioengineering who are capable of effectively contributing to the reform of the field G «Engineering, manufacturing and construction». This article presents a review of the didactic aspects of teaching the educational component «Methodology and organization of scientific research» to students of the second (Master’s) level in specialty G21 «Biotechnology and Bioengineering» within the field of knowledge G «Engineering, manufacturing and construction».

The aim of the study is the theoretical substantiation of didactic principles (scientificity and systematicity, visualization, awareness and activity, and the dynamics of sustainable knowledge growth) in the training of master’s students in biotechnology and bioengineering in the context of modern higher education, as a basis for the acquisition of professional competencies.

The theoretical and methodological foundation of the study is based on the integration of established teaching methods with the stimulation of students’ independent work, since higher education learners possess individual aptitudes and differ in their knowledge, abilities and motivation. In this context, the task of the teacher is to maintain and enhance students’ motivation for learning and cognitive activity in mastering further professional educational components. It is substantiated that achieving the goal of high-quality teaching of the educational component «Methodology and organization of scientific research» is impossible without the implementation of specific pedagogical conditions (target-oriented, organizational-managerial and evaluative-resultative components).

The results of the study are consistent with established concepts and meet the requirements of society and the state for the training of young professionals. The synergy of the proposed didactic approaches contributes to the expansion of the teaching toolkit in higher education institutions, as it enables the development of students’ cognitive abilities, promotes active learning, engages students in the creative process, encourages them to perform research and problem-based tasks, independently formulate research objectives and conclusions and enhances interaction with the teacher.