Abstract:

In higher technical education, the education process was most often oriented towards reconstructive thinking rather than creative thinking. Students acquired skills that can be checked and confirmed with appropriate certificates. We are talking about so-called hard skills, defining the scope of knowledge and abilities useful in working on a specific position. Their development is possible through practice and gaining experience. At present, behavioral skills seem to be equally important as a result of the growing knowledge economy. They are characterized by the fact that they are not subject to certification and can not be measured. They are inseparably connected with the character of a given person, the values he professes and the principles which guide him in life. They define social relations and help in functioning among people. Behavioral skills can be divided into two groups: personal skills (the ability to effectively manage oneself) and interpersonal skills (ability used in relationships with other people). Which skills are more important? This question has no unambiguous answer. Both of them together create a complete image of the student - the future employee, his personality and skills.

The paper presents a way to stimulate among students the so-called creative activity that influences the development of behavioral skills in difficult technical problems. Changes in the approach of students and academic teachers are described for the case of laboratory classes forcing students to teamwork and for the assessment of co-workers as well as self-assessment. This issue has been illustrated on the example of laboratory activities consisting in carrying out measurements and, on their basis, performing mass and energy balance for the biomass burning process in a power boiler.

Keywords:

Behavioral skills, technical education, creative activity.