Volume 03 Issue 09-2023
23
American Journal Of Applied Science And Technology
(ISSN
–
2771-2745)
VOLUME
03
ISSUE
09
Pages:
23-27
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
7.063
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
The article under discussion depicts the problems of the relationship between science and engineering higher
educational institutions and possible approaches to overcoming them with the application of new technologies,
creation of more flexible study programmes and active participation of students in research activities. The authors of
the article consider that the case study method in engineering higher educational institutions offers a wide range of
educational opportunities. It is necessary to use such educational methods through which students will be able to
acquire both knowledge and skills and form the necessary set of professional competences. Thanks to the effective
organisation of the educational process the student will be competitive in the labour market and will attract the
attention of employers of serious and promising companies.
KEYWORDS
case study method, educational technologies, innovative, educational process, making decisions.
INTRODUCTION
It was only by the beginning of the 20th century that
technical sciences, which had their origins in practice,
acquired the qualities of a true science, with all its
inherent features: systematic organisation of
knowledge, reliance on experience and experiment,
construction of mathematical theories. At about the
same time, the technical sciences developed their own
fundamental research.
Nowadays, each technical science is a separate
independent scientific discipline, with its own scientific
Research Article
INTERRELATION OF SCIENCE AND EDUCATION IN ENGINEERING HIGHER
EDUCATIONAL INSTITUTIONS: CHALLENGES AND OPPORTUNITIES
Submission Date:
September 19, 2023,
Accepted Date:
September 24, 2023,
Published Date:
September 29, 2023
Crossref doi:
https://doi.org/10.37547/ajast/Volume03Issue09-05
Turdialieva Makhzuna Mukhtaralievna
Assistant, Fergana Polytechnic Institute, Fergana, Uzbekistan
Rustamova Mukhlisa Mukhtoralievna
Assistant, Fergana Polytechnic Institute, Fergana, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajast
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 03 Issue 09-2023
24
American Journal Of Applied Science And Technology
(ISSN
–
2771-2745)
VOLUME
03
ISSUE
09
Pages:
23-27
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
7.063
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
apparatus, terminology, features that determine its
relationship with technology.
The importance and necessity of education, as well as
the need to constantly improve its quality, cannot be
overestimated.
Society
continues
to
change
dynamically. New conditions generate educational
needs and stimulate their development in a new, more
innovative context. A modern teacher is called upon to
design the educational process by relying on the new
content of the subject, on the new goal-setting and,
most importantly, on the planned results of the
educational programme [7, 8].
THE MAIN PART
The use of active methods, intensive educational and
information technologies by teachers changes the
usual role of the teacher in the educational process as
a translator of knowledge. It changes the traditional
educational process and relations between its
participants. The significant advantage of these
technologies is that they provide new opportunities
not only for the teacher, but also for the student [4].
The student turns from an object of learning into a
subject of learning, consciously participating in the
learning process and making decisions related to it.
Nowadays, both higher and secondary vocational
education actively use non-game imitation active
learning method - (case-study method) - a method of
active problem-situational analysis, based on learning
by solving specific problems - situations (solving
cases).
Case (from English - case, situation) is an analysis of a
situation or a specific case, a business game. It can be
called a technology of analysing specific situations, a
"private case". Case study was first developed at
Harvard University in the 20s. In the USA, the case
study method is used to gain skills in finding solution(s)
based on real situations. Here is how the situation was
in general: learners were introduced to the description
of the problem posed; analysed the situation
independently; diagnosed the problem and presented
their ideas and solutions in a discussion with other
students [2].
The essence of the technology is that it is based on
descriptions of specific situations or case (from English
"case"). The case presented for analysis should
preferably reflect a real life situation. Secondly, the
description should contain a problem or a number of
direct or indirect difficulties, contradictions, hidden
problems for the researcher to solve. Thirdly, it
requires mastering a preliminary set of theoretical
knowledge in order to refract it into the practical plane
of solving a specific problem or a number of problems.
In the process of working on a case study, additional
information is often required from the participants
themselves to analyse the situation. In the end,
students find their own conclusions and solutions to
the problem situation, often in the form of ambiguous
multiple solutions.
There are several classifications of case studies:
•
fictitious, so-called armchair or cabinet cases;
•
real (field, natural);
•
structured (those that contain the minimum
required amount of information);
•
unstructured (the maximum amount of
information is provided when describing a particular
situation).
In terms of complexity, cases are:
•
illustrative learning situations;
Volume 03 Issue 09-2023
25
American Journal Of Applied Science And Technology
(ISSN
–
2771-2745)
VOLUME
03
ISSUE
09
Pages:
23-27
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
7.063
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
•
learning situations with a formed problem;
•
learning situations with the formation of
problems;
•
applied exercises.
•
According to the established goals and
objectives of the learning process, they can be:
•
teaching analysis and evaluation;
•
teaching problem solving and decision making;
•
illustrating the problem, solutions or concept
as a whole.
Cases are also divided by the degree of novelty of
situations and the decision-making methods applied
depending on it; by the stages of decision-making, for
the practice of which case studies are used: by
hierarchical levels of decision-making, because
different teachers consider the same situation
differently; by specialization, when the same situation
can be considered from the perspective of different
specialties in different ways [3].
The purpose of the case method is to analyse the
situation as thoroughly as possible by the whole group
of students and to work out the best solution; at the
end of the process the proposed algorithms are
evaluated and one of the best options is chosen in the
context of the problem.
Improvement of specialists' training takes place during
students' practice in service centres. Focusing on this
principle, the use of case-methods in the training
process is indispensable [4].
The ideas of case method (situational learning method)
for specialists of service areas are quite simple. Its use
for service students is very productive, because there
is no unambiguous answer in such tasks, there are
several, which can compete with each other in the
degree of truth. Teaching in this case departs from the
classical scheme and students are required to find
many truths in a problem field. Students do not master
ready-made knowledge, but develop it with the help of
co-operation between students and teacher [3].
The personality of a future specialist is subject to some
requirements, including a high level of tolerance,
empathy, benevolence, sociability, the condition of
constant personal and professional growth, high
resistance to stress and conflict situations.
To organise his/her productive professional activity, a
future graduate should master a set of professional
competences, which case technology will successfully
allow to form [9].
When working on complex concrete situations,
students identify the main problem, the reasons for its
occurrence, as well as possible consequences and
determine methods for correcting the behaviour of the
participants of the situation.
The structure of a case is as follows: the situation itself
is defined (it can be a case or a problem); the context
in which the situation is located (chronological,
historical, context of the place, peculiarities of the
action or participants of the situation); comments to
the situation, which are given by the author.
Stages of solving cases:
•
familiarisation with the situation and the
features it has;
•
highlighting the main problem(s), necessary
factors and personalities that have a real impact;
•
concepts or topics for brainstorming are
proposed;
•
the consequences of a decision are analysed;
Volume 03 Issue 09-2023
26
American Journal Of Applied Science And Technology
(ISSN
–
2771-2745)
VOLUME
03
ISSUE
09
Pages:
23-27
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
7.063
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
•
direct solution of the case, i.e. one or more
options (sequences of actions) are proposed,
indicating the possible occurrence of problems,
mechanisms for their prevention and solution.
It is very important, in our opinion, to familiarise
students with skilled and unskilled behaviour in the
process of professional activity.
Here is an example of the organisation of work on a
case study task.
It is necessary to divide the group into subgroups
consisting of 3-5 people. This division is due to the fact
that the smaller the subgroup, the more involved the
student is in the work. The level of personal
responsibility for the result increases. The team is
formed at the request of the students. In each group a
leader should be chosen who will take the role of
moderator and will be responsible for the actions of
his/her team, will distribute questions among the
participants, and will be responsible for the decisions
made. At the end of the session, the moderator makes
a report on the result of the work done.
The organisation of case work can be done in two
ways. Either during all practical sessions each subgroup
has to make one topic, or all subgroups simultaneously
work on the same section of the case, entering into
competition with each other in search of the most
appropriate solution [1].
In the first case, the study group is one team that is
divided into small groups. It is important that each
subgroup is assigned responsibility for what decisions
it makes to the other subgroups [3]. Subgroups should
always share information both during the sessions and
when discussing the results. For example, the
subgroup responsible for the sales policy of the
enterprise should be provided with information on
product prices by the subgroup responsible for
developing the pricing policy of the enterprise.
The second case is characterised by a large amount of
classroom practice. Each subgroup is given time to go
through all the topics of the training course in
sequence. Subgroups represent different teams.
Note that when organising work with a case it is
necessary to have an idea of the moderation method,
which is widespread in Western higher schools, then
the process of managing the assignment will be much
easier. Such a method aims to teach teams to make
quick decisions in changing conditions under time
constraints, so it is directly related to case-based
learning.
Different research methods are used in this case study:
•
expert (knowledge, intuition, experience);
•
analytical (most often mathematical formulas);
•
experimental
(scientifically
designed
experiment).
As a result of using case method, students gain not
only knowledge, but also professional skills.
In our opinion, a case, which can provide a good result,
should meet certain requirements: must fulfil the
initially set purpose of creation; have the right level of
difficulty for students; contain aspects of economic
life; remain relevant for a certain period of time;
contain pattern situations; develop analytical thinking;
provoke discussion among students every time.
This method is a kind of project technologies. Let us
note the main difference. The usual project technology
assumes the solution of the existing problem with the
help of students' joint activity, and thanks to the case
method, the problem and ways of its solution are
Volume 03 Issue 09-2023
27
American Journal Of Applied Science And Technology
(ISSN
–
2771-2745)
VOLUME
03
ISSUE
09
Pages:
23-27
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
7.063
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
formed, the basis of which is a case, which acts as a
technical task and a source of basic information for
structuring effective actions of students, for the initial
realisation of the problem.
The function of case-study is to teach students to solve
complex unstructured problems, forcing them to work
with real one-on-one situations. And for students of
service direction, as the research shows, such
situations in professional activity are not rare.
Technological and economic sphere is one of the most
changeable, so the competitiveness of such a specialist
depends on his ability to quickly orientate, the case
method just gives such opportunities.
CONCLUSION
The essence of case-based learning consists in the
development of group solutions to any professional
situation, involving analytical thinking of students,
thanks to which students receive effective preparation
for professional activities that require decision-making
in rapidly changing conditions. Therefore, case study is
an integral component of all student learning for
effective organisation of their work in higher education
and their ability to navigate in professional activities.
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