Abstract

The discipline «Environmental monitoring» is a synergistic complex of natural sciences and professional practical training. Therefore, the implementation of the multidisciplinary approach to learning will promote the development of the future environmentalists’ professional competence. Rational application of the fundamental natural sciences potential will lead to systematic character, consistency, continuity in acquiring necessary competences and thus to increased volume of students’ knowledge. The methodical bases of training specialists in the process of teaching environmental monitoring have been developed and substantiated on the basis of interdisciplinary interactions. There have been defined the related disciplines and specified their basic competences to form the basis for exacerbated, generalized, science-intensive training. These courses are divided into basic («Physics with Fundamentals of Biophysics», «Biology», «Chemistry», «Ecology», «Hydrology», «Soil Science», «Topography with Fundamentals of Cartography», «Geology with Fundamentals of Geomorphology», «Meteorology and Climatology»), which form the general scientific natural competence, and evaluative («Higher mathematics", «GIS in ecology», «Standardization of Anthropogenic Impacts on the Environment»), which develop mathematical, axiological, qualitative abilities to solve certain environmental problems, including assessment of the reliability and changes; provide skills in collection, critical analysis, adequate assessment of information and mapping using modern GIS technologies. The basic components of future environmentalists training have been defined and the analysis of professional system-modeling competencies in environmental monitoring formation has been conducted. Based on the fundamental competencies of related subjects, system-forming science-intensive knowledge and skills will be formed while teaching environment monitoring system, and then they will provide the formation of applied, analytical and forecasting, research, special and professional competences. Using this approach to the training of specialists in environmental monitoring, future environmentalists will acquire the ability to use the ecosystem approach to environmental issues analysis, diagnosis, prognosis, development and substantiation of measures for the prevention of hazardous situations and events; to develop socio-economic and environmental monitoring; to conduct systems analysis of the environmental components for the purpose of modelling different scenarios of natural and anthropogenic processes; to analyze and develop measures for environmental impacts minimization. This study contributes to the development of methodological principles of training future environmentalists using interdisciplinary interaction. In the future, further research will provide the methodological support of intra-subject relations within studying the course «Environmental monitoring».

Authors and Affiliations