THE ROLE OF EXPERIMENTAL AND RESEARCH ACTIVITIES IN THE PROCESS OF PROFESSIONAL TRAINING OF FUTURE SPECIALISTS IN THE FIELD OF BIOLOGY AND PHYSICAL THERAPY
DOI:
https://doi.org/10.11603/m.2414-5998.2025.4.15846Keywords:
experimental-research work; professional training; biologists; physical therapy; competencies; scientific research activities; innovative education; professional motivation.Abstract
Abstract. The article examines in detail the theoretical foundations and role of organizing experimental and research work in the process of training future biologists and physical therapists. Particular attention is paid to the importance of experimental activity as an integral component of professional education, which contributes to the formation of scientific thinking, practical skills, analytical skills, critical thinking, and the ability to conduct independent scientific research. The authors justify the need to integrate research activities into the educational process, emphasizing its role in the development of key professional competencies, and identify the main stages of organizing experimental training, including planning, implementation, analysis, and evaluation of research results. The article emphasizes the importance of involving students in scientific circles, laboratory workshops, and field research, which contributes to the development of professional motivation, creative approach, and readiness for innovative activity. It has been proven that increasing the role of experimental and research work in the structure of professional training corresponds to current European trends in higher education, where priority is given to the formation of the ability for independent scientific research, continuous self-improvement, and creative thinking. The results of the study proved the need to identify, ensure, and comply with pedagogical conditions for the effective organization of the educational process for the implementation of experimental and research work during the professional training of biologists and physical therapists. The identified pedagogical conditions ensure the systematic nature of experimental and research work, the integrity of training, research, and practical activities, strengthen the link between theoretical training and practical skills, and form the basis of professional competence for future biologists and physical therapists. The authors emphasize that the effective organization of experimental activities makes it possible to train highly qualified, competitive specialists who are able to meet the requirements of modern science and practice, as well as actively introduce innovations in their professional field.
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