Expert thinking phenomenon and methodology of its formation among students in the specialty “Forensic Fire-technical expertise”

Abstract

Purpose. Currently, forensic expert activity in the field of fire safety is characterized by the emergence and wide spread of high-tech, universal, multi-purpose technologies, where the latest achievements of fundamental and applied sciences are used directly. In this regard, the role of specialists with the ability to detect problems and find systematic ways to solve them in a situation of information uncertainty, that is typical for forensic fire-technical expertise, is increasing. To solve this problem, it is necessary to focus modern education on expert thinking formation, maximum development and effective application of students’ individual skills. Approaches and ways of expert thinking formation should correspond to cause-effect relations in the model of ensuring fire safety. The purpose of the analysis is to develop a practical approach to students’ expert thinking formation in the specialty “Forensic fire-technical expertise”. The objectives of the study are to identify the essence of expert thinking phenomenon in relation to experts in the specialty “Forensic fire-technical expertise”, to describe expert thinking process as a technique to solve inverse problems, to analyze educational subjects included in the syllabus of the educational program “Forensic fire-technical expertise” in terms of their involvement in expert thinking formation. Methods. The system analysis, information synthesis methods, expert analysis methods served as a scientific basis for the research. Findings. An approach to expert thinking formation in the process of training future specialists in the field of forensic fire-technical expertise focused on the formation of skills to identify cause-effect relations in the complex model of fire safety was suggested. Research application field. The results obtained can be used in the development of basic vocational curricula that will increase the effectiveness of future experts training and allow them to solve successfully professional tasks in the conditions of general intellectualization of expert’s work. Conclusions. The suggested approach will improve the quality of specialists’ training in the field of forensic fire-technical expertise by improving methods of expert thinking formation as an integral part of professional education system.