Interdisciplinary Integration of Chemical and Biological Disciplines in the System of Forming Professional Competencies of Future Specialists

Abstract

Abstract: Purpose. The purpose of this study is a comprehensive theoretical justification, development and practical implementation of a system-integrated model of teaching fundamental chemical and biological disciplines. The study is aimed at optimizing the process of professional training of first-year students of the specialties "Veterinary Medicine" and "Food Technology" by overcoming the fragmentation of basic knowledge and forming a holistic understanding of interdisciplinary connections. Methods. The methodological basis of the work is based on the synergy of competency-based and student-centered approaches. A set of technologies was applied: problem-oriented learning, case method and elements of 3D visualization of molecular structures of proteins. The testing was carried out through a pedagogical experiment during the semester on a sample of 22 first-year students. The educational process integrated the study of colligative properties of solutions with protein biochemistry. The effectiveness was assessed by methods of pedagogical observation, comparative analysis of academic success and questionnaires of applicants. Results. The model testing demonstrated the high effectiveness of combining theoretical material with profile cases. Veterinary students successfully applied knowledge about osmotic pressure to analyze clinical cases of edema in animals. Applicants for the specialty "Food Technologies" mastered methods of milk quality control using cryoscopy. Quantitative analysis showed an increase in the average score in the veterinary medicine group by 15%, and in food technologies - by 12%. The survey confirmed the positive perception: 86% of respondents noted a high level of understanding of the material, 91% indicated the practical benefit of knowledge, and 82% noted an increase in interest in natural sciences. Conclusions. The experimentally tested system-integrated model proves its viability and high pedagogical efficiency. It overcomes the traditional fragmentation of science learning, transforming abstract physical and chemical concepts into an effective toolkit for a specialist. The implementation of such an approach at the initial stages lays a solid foundation for the formation of sustainable professional competencies and stimulates students' ability to extrapolate theoretical knowledge to solve non-standard tasks.