RESULTS OF THE SITUATIONAL MODELLING IMPLEMENTATION INTO THE TRAINING TARGETED TO THE FUTURE GEOLOGISTS

The analysis of the recent studies has shown that there is a tendency among scientists to determine the need for a revision of approaches to the organization of the professional training targeted to the future geologists. The experience related to the use of situational modelling has shown its positive impact on the quality of future specialists' training, which allows us to put forward a hypothesis about the advisability of applying situational modelling methods in the training of future geologists. The method of situational modelling application consists of three steps: 1) to familiarize teachers with different kinds of role-playing games, cases and situational tasks as well as to select the ones of them which allow achieving the goals of the educational process; 2) to select educational material and create specialized tasks on its basis; 3) to organize students' class activities. These methods have proved to be the most effective, as follows: 1) teachers' positive attitude to the methods of situational modelling and understanding them as effective in the training of the future geologists; 2) the conformity of the selected methods with the nature of the educational material; 3) teachers' and students' readiness to the work on such kind of tasks. The effectiveness of the methodology developed by us was verified by conducting a pedagogical experiment in 2016–2017. The proposed methodology was used in the training process of the students constituting the experimental group (EG), whereas the training targeted to the students of the control group (CG) did not change. After the pedagogical experiment, the increase in the knowledge, skills and level of professional orientation of the EG students had better results than those ones of the CG students. Thus, the effectiveness of the application of the situational modelling methods in the training targeted to the future geologists was proved, which allows us to recommend the developed methodology to be introduced into the educational process.