Формирование познавательного интереса студентов инженерных специальностей на основе интерактивных геоинформационных технологий

Abstract

Рассматриваются некоторые аспекты формирования познавательного интереса студентов инженерных специальностей на основе интерактивных геоинформационных технологий. Познавательный интерес это ценнейший мотив учебной деятельности, а превращение обучения в систему контекстно-игровой деятельности способствует его активизации. Приведены примеры применения в учебном процессе таких интерактивных информационных технологий, как ролевая игра «ЕкоКривбасс-1», виртуальная лаборатория «ЕкоКривбасс-2», имитационная игра «ЕкоКривбасс-3», интерактивная геоинформационная система «ЕкоКрив-басс-4». Они занимают в учебном процессе свое соответствующее и даже уникальное место, которое связано главным образом с наглядным воспроизведением процессов порождения, осмысления и разрешения кризисных явлений и конфликтов, касающихся экологического состояния окружающей среды в Приднепровском промышленном регионе.

This article discusses some aspects of the formation of cognitive interest in engineering students through interactive GIS technologies. Cognitive interest acts as a valuable educational activity motive. Inquisitiveness, curiosity, willingness to cognitive activity, «thirst for knowledge» are all different expressions of the cognitive orientation of the individual based on the cognitive interest defining a positive attitude to the world and to the process of knowing it. Strengthening the educational interest of students means teaching them to work creatively and independently. To achieve this is possible by making the learning in the context-playing activities. Therefore, the future professional activity specialist can be successfully modeled using simulations, role playing and geosystems. Prime examples of which are presented in our research work: a role-play «EkoKrivbass-1», a virtual laboratory «EkoKrivbass-2», a simulation game «EkoKrivbass-3», and an interactive geographic information system «EkoKrivbass-4». Their unique place is mainly due to a clear reproduction of the processes of generation, understanding, and resolution of crises and conflicts concerning the ecological state of the environment in the industrial region of the Dnieper. Cognitive interest is expressed in the desire of the student engineer to receive the missing professionally relevant information, in the experience of positive emotions in the course of solving the problem, in an effort to find, in cooperation with other students outside the box solution, the desire to learn new methods and means of occupation. Using interactive GIS technologies beyond their own training texts by correlating the received information with the situations of future professional activity provides a subjective student experience of professional conduct. In order to form cognitive interest in our experiment for understanding and mastering the content we created a positive emotional background and conditions for understanding the theoretical and practical significance of the studied material. Thus, cognitive interest is a deep personal commitment and sustained learning motive. It creates the most favorable conditions for the formation and development of a new style of mental work, manifestations of the creative personality, abilities, and talents. Obviously, the ecological conditions of the region where students live have an impact on the content of their activities and interests. The training system of specific knowledge with a regional perspective based on residence arouses interest and, therefore, learning can be organized according to the actual needs of students. In this case, the purpose-built educational objectives through interactive GIS technologies will be addressed through the initiation and growth of the activity, for the situations discussed are part of the students' real world. Education based on information technology involving regional material contributes to the socio-cultural identity in the natural environment, and, in addition to the formation of information competence, to direct knowledge and skills in core subjects can influence the formation of the moral potential of the individual, national pride, preservation and development of folk culture. The content of learning objectives that reflect the characteristics and problems of the region where students live has a significant impact on cognitive interest, and hence on the academic content through interactive GIS technologies.