International Journal of Pedagogics
278
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue06 2025
PAGE NO.
278-280
10.37547/ijp/Volume05Issue06-75
The Importance of Developing Practical Competencies in The
Training of Engineer-Metrologists Through Metasubject Maps
Yokuthon Rukhiddinovna Najmiddinova
Associate Professor, Department of Metrology and Standardization, Namangan State Technical University, Uzbekistan
Received:
25 April 2025;
Accepted:
21 May 2025;
Published:
23 June 2025
Abstract:
This article presents the scientific and methodological foundations of using metasubject maps in the
training process of engineer-metrologists to develop practical competencies. It analyzes how an integrative
approach helps systematize knowledge, skills, and competencies related to professional activities. The
metasubject map ensures cognitive and interdisciplinary connections, enabling the preparation of competitive
specialists capable of operating in real production environments.
Keywords:
Metrology education, practical competencies, metasubject approach, cognitive map, interdisciplinary
integration.
Introduction:
21st century from engineers -
metrologists demand to be done the most important
from skills one - this interdisciplinary, practical and
innovative activity harmonized in case independent
opinion management, analysis to do and decision
reception to do is the ability. Metrologist specialists
and this to skills further more need because they notice
them accuracy, standards, quality and security with
related decisions reception what they do need. This
bois , metasubject competencies and their visualized
shape - map ( cognitive or clustered ) expert in
preparation important importance profession will do .
Current global competition and in the era of industry
4.0 engineer - metrologists activity not only high
accuracy and to standards based maybe analysis,
decision reception make, innovative approach and
interdisciplinary reflection management like high
metacognitive competence both demand This is
competence in formation practice with related
knowledge deep mastery and them various sciences at
the intersection coordination separately to the point
owner. This because of education in the process
metasubject approach current verb and competencies
visual in a way reflection guide cognitive maps
application modern to the requirements suitable
coming innovative solution is considered.
Metasubject approach education consistent, cross-
industry and complicated cognitive activities through
organization to do directed is, it is future in specialists
knowledge various sciences in the context of critical
analysis to do, to repeat application and new condition
- conditions adaptation ability develops. Metrology in
the field this is especially the measure processes,
calibration, international standards with at work own
expression finds In this regard, the article aims to
analyze the theoretical foundations of the metasubject
map concept, its advantages in practice, and its role in
the formation of practical competencies in future
specialists.
What is a metasubject map? and what is it with
important? The idea of the metasubject approach
began to take shape in Soviet pedagogy and cognitive
psychology in the second half of the 20th century,
particularly in the 1970s and 1980s. This approach
initially integrative education in the concept, that is
various sciences between mutual dependency open in
giving applied. Later on this approach cognitive
pedagogy, active -constructive education theory active
education methods and in education neuroscientific
basics wide developed in time further complete taking
shape went.
The concept of meta-subject mapping has been used in
education since the 2000s , especially in Russia and
Finland. in systems of education interdisciplinary and
practical integration for visual tool as current Today 's
on the day metasubject maps are available worldwide
International Journal of Pedagogics
279
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International Journal of Pedagogics (ISSN: 2771-2281)
in STEM, CDIO and Like Outcome -Based Education
(OBE). in approaches main education from the means
one as is being used.
What for " metasubject " called? The term
"metasubject" refers to universal knowledge and
competences that transcend different disciplines in the
educational process, i.e. generalize interdisciplinary.
This concept from the words "meta-" (above, behind)
and "subject" (science). Оrganization
found So,
metasubject map - this not a separate science, but
various sciences at the intersection formable general
habit and knowledge visual in the form of descriptive
tool is considered.
Metasubject approach knowledge within the map only
within science not, but interdisciplinary dependency
and in practice the application shows. It is cognitive
processes, independent thinking, analysis do,
communication, digital competencies universal skills
such as reflection will be delivered. Therefore this
visual tool as " metasubject ". is called - because it is
something not to one subject, but to one how many
fanning general to the values service does.
A metaobject is a map in education interdisciplinary
integration providing, cognitive processes visualizer
and practical to work directed education from the
means one is considered It has the knowledge and skills
of a metrologist engineer and experience cognitive in a
way systematized and sciences at the intersection into
existence universal competences exactly is expressed.
Metasubject map is not only theoretical concepts
Harmonization, but also reflexive and critical to think
development, knowledge new in context application is
complicated issues systemic analysis to do ability
forms. Also this maps education in the content
cognitive download to optimization and metrologist
engineer personal to study strategies to develop
service does.
Modern neuropedagogy and cognitive psychology
perspective from the point of view metasubject maps
metrologist engineer " worker" memory " (working
memory)
effectively
management,
knowledge
between dependency to show and metacognitive
activity in activation is an important mechanism.
" Worker" memory ” ( working memory )
- this human
brain information short term during to keep and then
one of time in itself logical , cognitive operations to
perform is the ability . In fields built on precision and
standards, such as metrology, this approach helps
prepare future professionals not only to acquire
information, but also to apply it in manufacturing
practice.
The metasubject map is a cognitive model that visually
reflects the universal practical competencies that are
formed through various disciplines (metrology,
standardization, physics, mechanics, mathematics,
information technologies) in the course of educational
activities. It reflects the interrelation of practical skills,
information sources, technical tools and analytical
processes.
Metasubject of the map the advantages are as follows:
❖
Competencies cognitive in terms of
harmonization;
❖
Interfaculty dependency integration;
❖
Education
the
process
individualization;
❖
Problematic in situations fast decision
reception to do ability development;
❖
Practical examples and real projects
through knowledge strengthening
It is important to use the following methods
comprehensively for the effective formation of
practical
competencies
in
engineer-metrologist
education. Accordingly, we will consider the methods
of formation of practical competences:
1. Case-study method: Through analysis and solution-
finding activities based on real-life metrological
problems (e.g., identifying measurement errors,
failures in the calibration process), future specialists
learn to think critically and make independent
decisions.
2. To the project based Project-based learning. Future
specialists develop and present projects on
measurement systems, standardization, or quality
assessment based on real production needs.
3. STEM integration. Combining mathematics, physics,
information technology, and engineering disciplines
based on a meta-subject approach forms the complex
and systematic thinking of future specialists.
4. Intellect - cards and cognitive maps Structure . Future
professionals analyze the interrelationships of the
competencies they are learning by graphically
representing them. This helps them structure,
generalize, and adapt knowledge to new situations.
5. This is a joke. modeling and roller Games. In virtual
or near-practical situations organized according to
standards, future specialists practice decision-making
and problem-solving based on established roles.
6. Digital simulations. Future specialists develop
practical skills by simulating assessment processes in a
virtual environment based on standards such as ISO
9001 and ISO/IEC 17025. These methods, combined
with a meta-subject approach, allow for a more
International Journal of Pedagogics
280
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
practical, analytical, and innovative approach to the
learning process.
In order to introduce cognitive maps based on the
meta-subject
approach
and
form
practical
competencies, an experimental study was organized
among 2nd-3rd year future specialists studying
metrology in the 2021-2024 academic year. Case
studies, cognitive maps, STEM integration, and
simulation methods were gradually introduced into the
educational process.
The results show that cognitive maps and practical
exercises based on the metasubject approach not only
consolidate knowledge in future specialists, but also
form the ability to understand interdisciplinary
connections, work independently with standards, and
conduct critical analysis. The systematic introduction of
such approaches into metrology education will
significantly increase the professional training of
specialists.
Based on the above analysis, it can be concluded that
the metasubject approach and cognitive maps are an
important mechanism for the effective formation of
practical competencies in the education of metrology
and standardization. It not only deepens the theoretical
knowledge of future specialists, but also develops their
ability to apply them in practical situations.
Through
this
approach:
interdisciplinarity
is
strengthened; educational content adapts to real
practice; future specialists develop critical, analytical
and reflexive thinking; personnel ready for competitive,
standardization and quality assurance fields will be
trained. The practical significance of these results is
that the integration of such an approach into
educational programs will serve to train metrologists
with an innovative mindset in line with industry
requirements.
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