The use of frame molecules to develop professional competences of mining engineers to-be

Introduction. The pace of development of modern production determines the need for qualified engineering personnel. As a result, the actual theoretical and practical task of the Higher School of Engineering remains the search and introduction of a competence-based approach into the educational process and the definition of effective technologies for its implementation. The study considers the frame technology to form professional competences in the process of practice-oriented training of mining engineers. It also describes the peculiarities of their professional activities.

Goal. The study aims to reveal the essence of frame technology for its inclusion in the educational process in order to train qualified engineering personnel. It describes the algorithm of operation of the basic element in the structure of the frame representation of knowledge, which ensures the structuring and visualization of the material – the frame molecule.

Materials and methods. To achieve the goal, a set of theoretical and system-structural methods was used in the study. They are the historical one, which was used to analyze the history of the emergence of frames, and the systemstructural method applied to the events and scenario (frame) situations under consideration. The principle of operation of the frame molecule is presented by the example of forming the professional competence defined as «The ability to meet the standards for physical training of rescuers regulated by the requirements of regulatory documents» and the indicator of its formation; [A specialist] has the skills to form the thermal stability of the body in a training mine». The competence is developed by mining rescue engineers within the course on physical culture and sports.

Results and discussion. The visual model of frame technologies proposed by the authors – the «frame molecule» – can be considered as a universal means for presenting information in the educational process and presenting educational material. The connection of elementary frame molecules into chains allows one to visualize and enhance the presentation of the material, and the types of frame molecules – frame image, frame role, frame scenario – specify the fulfillment of a professional task for the formation of professional competences.

Conclusion. Frame technologies provide an opportunity to assimilate the studied material in a short time and create the basis for the development of individual cognitive abilities of students, the formation of professional competencies of mining engineers. Structurally logical and visualized representation of the educational material allows one to transform the components of the phenomenon under study and change the connections between blocks (frame molecules) depending on the educational tasks set. For the widespread introduction of frame technologies into the educational process, the interest of the teaching staff of universities, methodological support of educational programs and a specialized material and technical base for the practical training of engineering personnel is necessary.

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