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1

ФОРМУВАННЯ ДОСЛІДНИЦЬКОЇ КОМПЕТЕНТНОСТІ ВЧИТЕЛЯ ПОЧАТКОВОЇ ШКОЛИ У ПРОЦЕСІ ФУНКЦІОНУВАННЯ ІСТОРИКО-ПЕДАГОГІЧНИХ СТУДІЙ

100%
Венгловська О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 2(46)
212-220
EN
Modernization of the education system, including primary school is possible for change approaches to preparing competitive specialist. At this time takes place the transformation of personal and professional requirements for training a primary school teacher, based on the principles of active, learner-centered, competence approaches. The content of training for primary school provides the integration of theoretical and practical component input to curriculum research components which in turn updates the formation of research competence of a primary school teacher. The analysis made it possible to find sources of theoretical approaches of contemporary Ukrainian researchers to determine the nature and structure of the concept of «research competence». Itwasestablishedthatinthemodernscientificusetheterm «researchcompetence» hasnosingleinterpretation.However, most researchers are unanimous in their opinion that this concept is an integrated quality of individual, which promotes the formation ability of future primary school teachers to carry out research, simulate processes and phenomena based on acquired knowledge. It is important for disclosures of the outlined problem is to determine the structure of the research competence. The article is based on research competence framework developed by H. Ivanyuk, which provides: methodological, motivational-value, procedural, technical and reflective components. The paper presented the experience of forming research competence of a primary school teacher in the process of historical and pedagogical studies functioning.Participation of students in the historical and pedagogical studies contributes to the development of their research competencies such as: the ability to work with historical and pedagogical sources, analyze, differentiate, compile, simulate processes and phenomena, design the algorithm of their own research activities.Formation of research competence takes place in the process of research work of students at the Pedagogical Museum of Ukraine, archival institutions and libraries.Publicationofthedataoccursinthecourseofteachingsessionsof HistoricalStudies, whilewritingstudentpapers, bachelor's, master'stheses. Beliefs mobility, the ability to produce new ideas, introduce new technologies and adapt learning to model and design the learning environment are indicators of research competence, which is formed in the process of studying academic disciplines, and in the operation of this form of extracurricular work as historical and pedagogicalstudies.
2

ПЕДАГОГІЧНЕ МОДЕЛЮВАННЯ ЯК ТЕХНОЛОГІЯ РОЗВИТКУ ДОСЛІДНИЦЬКОЇ КОМПЕТЕНТНОСТІ СТАРШОКЛАСНИКІВ У ПРОЦЕСІ НАВЧАННЯ ФІЗИКИ

100%
Грудинін Б.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 2(56)
236-245
EN
The article is aimed at investigating the place of the pedagogical modeling in designing the pedagogical technology of developing senior pupils’ research competence in the process of teaching physics. Theoretical analysis of the research problem based on processing research literature is the main investigation method. Analysis of numerous publications on the outlined issues allowed to state that the modeling possibilities of educational systems receive increasing attention in the scientific and pedagogical investigations because its primary task is to identify the resources for self-development and self-improvement within the educational systems areas. The conclusion was made as for the appropriateness of applying the method of modeling for the study of the pedagogical phenomenon of senior pupils’ research competence in teaching physics and designing appropriate technology through modeling is reasonable because of its allowing distinguishing a set of characteristics of pedagogical phenomena that interest the researcher and exploring the effectiveness of their application together with the suggested methodology. The proposed educational technology on the basis of modeling is in its essence an algorithm of the teaching process in physics in high school, which defines the structure and content of the common activities of pupils and teachers taking into account the individual characteristics of the educational process participants and it ensures educational success. In the process of senior pupils’ research in physics we included a number of structural components, namely: 1) increasing motivation level; 2) focusing pupils’ attention on the research problem; 3) establishing partnership between teacher and pupil (group of pupils); 4) intensive combination of classroom and extracurricular research activity; 5) pupils’ self-presentation. The perspectives of the further investigations include the following: 1) the influence of the described technology on the development of the pupils’ research competence constituents represented in the author’s model; 2) assessing the senior pupils’ personal research competence in the process of applying the represented technology.
3
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Kształcenie badawcze w czasach globalizacji z perspektywy europejskiej

88%
Niemczyk E. K., Pogorzelska M.
Studia Edukacyjne
|
2019
|
issue 55
205-222
PL
This qualitative research study takes a closer look at developing competent researchers and thus buildingresearch capacity within Europe. The rapidly changing research environment driven by globalisation,internationalization, technological advancements, and the use of innovative methodologiesimpacts how research is designed, conducted, and reported on. We argue that the current complexresearch environment calls for globally competent researchers able to engage in research projects andresearch communities across disciplines and across geographic borders. However, there is scarceempirical evidence about research knowledge and competencies which global researchers need toconduct quality research. Relevant literature is also almost silent on what kind of educational opportunitieswithin higher education institutions allow graduate students to acquire these competencies.To address the existing gap in the literature, this article brings perspectives of twenty-three novice andexperienced scholars from ten European countries. The findings showcase a spectrum of competenciesrequired by globally competent researchers as well as opportunities and challenges associated withthe acquisition of these competencies. According to the respondents, efforts need to be maximized tobuild research capacity via emerging talents. This implies paying close attention to the research learningspaces, practices, and polices where future globally competent researchers can be nurtured andshaped. Considering the small sample size of participants, the findings are not meant to be conclusivebut rather informative in nature for those involved in research.
4

ДОСЛІДНИЦЬКА КОМПЕТЕНТНІСТЬ УЧИТЕЛЯ МАТЕМАТИКИ ТА ЕКОНОМІКИ: СПЕЦИФІКА ФОРМУВАННЯ

75%
Мартиненко О., Ковтун Г.
Педагогічні науки: теорія, історія, інноваційні технології
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2014
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issue 5(39)
286-294
EN
One of the main criteria for operation and effectiveness of higher education system is, above all, training of highly qualified personnel. This is facilitated by the introduction of the competence approach that focuses on the final outcome of the educational process and actually meets the requirements of modernity. An important task of higher pedagogical education is to develop future teachers’ research competence as a part of their professional skills. On the one hand it can be attributed to over subjective (basic) competencies, and on the other hand – can be considered as general subjective, as well as special subjective ones in the system of competencies, built according to the criterion of the contents of education. Attributing research competence to over subjective competencies appears to be valid because its formation involves the combination of the particular set of knowledge, skills and attitudes that are acquired as in the process of mastering the entire contents of education, as well as in the study of various academic disciplines. On the other hand, research competence can be considered to be general subjective one, as successful learning of academic disciplines that requires a high level of awareness as far systematization and generalization is concerned, is not actually possible without it. From the perspective of the future teacher of mathematics and basics of economics, it can be defined as ability to analyze mathematical and economic processes and adequately evaluate them; use inductive and deductive methods in the study of economic phenomena and while solving mathematical problems; define the main trends of economics development and establish cause-effect relations; use appropriate mathematical tools in the study of applied problems. Research competence in the suggested system of competencies can reasonably be attributed to the special subjective competencies, as the grasp of a special scientific apparatus of the theoretical and practical vocational-research activity in the study of professional disciplines determine the level of training of the future specialist. In the view of the teachers of mathematics and basics of economics it is characterized by the grasp of mathematical and economic disciplines theoretical foundations, by the proficiency in the corresponding conceptual apparatus, by the specific methods of economic-mathematical models research and the set tasks solution.
5

ВИКОРИСТАННЯ КЕЙС-МЕТОДУ ПРИ ФОРМУВАННІ ДОСЛІДНИЦЬКОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ УЧИТЕЛІВ БІОЛОГІЇ

75%
Оксана П.
Педагогічні науки: теорія, історія, інноваційні технології
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2017
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issue 3(67)
83-98
EN
The article is devoted to the peculiarities of implementation of case-method as one of the most interactive methods in higher education practice. Particularly the article describes the experience of case-study usage as an effective condition for the formation of research competence of the future biology teachers in the process of teaching natural sciences. According to the results of the survey conducted among biology teachers case method is used by 11,5 % respondents only. The survey among final-year students shows similar results – as only 15,8 % future biology teachers are ready to implement case study method at their lessons. The reasons of lack of case-study implementation while teaching natural sciences in higher educational establishments are analyzed in this article and represented together with the possible solutions of this problem. The definition of case study method is given in the article. The initial stages and peculiarities of case method’s implementation are shown and generalized: the rules of method creation, the algorithm of its usage and evaluation of students’ work. The role of a teacher as a tutor while implementing the case-method is determined separately. Different classifications of cases are given in the article as well as main peculiarities of research cases. It is ascertained that the usage of case-method in educational process is favorable to the development of the complex of research features and abilities: orientation in the informational space, self-sufficiency while organizing and conducting an experiment, presenting the results of own researches, usage of acquired knowledge and skills in typical and non-typical professional conditions, the ability to work in the team etc. The advantages of case method as well as the difficulties of its implementation in the studying process are stated. The examples of cases in age physiology, school health, human ecology and zoology are given. In prospect is trying-out of the effectiveness of case-study method in the process of students’ field practice on zoology.
6

ОРГАНІЗАЦІЯ ДОСЛІДНИЦЬКОЇ ДІЯЛЬНОСТІ СТАРШОКЛАСНИКІВ У ПРОЦЕСІ НАВЧАННЯ ХІМІЇ

75%
Семиліт А.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 7(61)
90-99
EN
The article emphasizes the urgency of forming individual research competence. The aim of the article is to expose the state of organization of research activity of the teachers at the chemistry lessons and peculiarities of teaching senior pupils to realize this purpose and, as a result, form their research competence. Based on the analysis and generalization of scientific and methodological literature the main approaches to the definition of “research competence”, “research activities” are described. Interpretation of results of the conducted pedagogical experiment allowed exposing the state of organization of research activity by the teachers at the chemistry lessons. Most teachers that took part in a questionnaire adhere to the idea, that it is needed to engage their students in research work. The half of respondents considers it obligatory, in fact in the future it will determine efficiency of the professional activity, and other half of respondents is apt to the same idea, but at presence of the corresponding rigging – material base and sufficient amount of spare time. In conclusion the author stresses that in research literature there is not the only definition of the concept “research competence”. In a pedagogical experiment for the basis was taken following: “integral quality of the personality, that shows up in readiness and capacity for independent activity from solving of research tasks and creative transformation of reality on the basis of totality of the realized by the personality knowledge, abilities, skills, valued relations”. Many teachers support this idea. The pedagogical research conducted in the article allowed to set forth the prospects of further study in this direction, namely: development and approbation of the methodological system that will include for itself systematic work with students during chemistry lessons, and also in extracurricular activities that will allow to organize research activity effectively and will assist acquisition of research competence by the senior pupils.
7

МЕТОД КАТЕГОРІАЛЬНОГО АНАЛІЗУ У СТУДЕНТСЬКОМУ ПЕДАГОГІЧНОМУ ДОСЛІДЖЕННІ

75%
Коваленко Н.
Педагогічні науки: теорія, історія, інноваційні технології
|
2017
|
issue 10(74)
200-213
EN
The article analyzes the essence, structure of the method of analysis of the categorial-conceptual apparatus for student pedagogical research, and gives a method for mastering it by the future teachers during conducting of scientific pedagogical search. Based on a retrospective analysis of her own pedagogical practice, the analysis of research products of students the results of the effectiveness of the developed algorithm are presented. The way of reflection of the essence of the method of analysis of the categorial-conceptual apparatus in the content of the training-consultations on conducting pedagogical research and realization of the basic provisions in the university pedagogical process is considered The construction of the categorical-conceptual apparatus of the study, as proved by the analysis of student research papers, appears to be a difficult task for sophomoges and often has a formal character or is neglected at all. Thus, the study of course papers of the students of the Faculty of Physics and Mathematics of SumSPU during the five years showed that the elements of the analysis method of the categorial-conceptual apparatus are presented in 30 % of the research. Among them 5 % contain all stages of the analysis: the stage of search, study, production. Method of analysis of categorial-conceptual apparatus (method of categorial analysis) of students’ pedagogical research is a method of studying the essence of the basic concepts of the research problem by analyzing, comparing the definitions (approaches to understanding the essence of the concept) existing in the scientific work, understanding the manifestations of the essential features of objects, phenomena or processes in real reality and further systematization, generalization and synthesis of the revealed essential features, qualities and properties, internal connections, objective content in the new theoretical model of definition. The presence in the name of the method of the word “analysis” defines the leading mental operation, but the method integrates a complex set of interconnected thinking operations to construct a definition as a theoretical model of the pedagogical category into a single process that can be divided into stages: the stage of the search (the collection of existing in fundamental and leading modern research definitions of the main categories of research, their grouping; the stage of studying (analysis, comparison, revealing of common and different definitions of different authors on selected aspects, clarification of defining categories in order to identify common and distinct, essential features of the concept, the study of the actual manifestation of phenomena and processes under consideration, in pedagogical reality, comparison and agreement with the theoretical model); production (construction on the basis of analysis, synthesis and presentation of the so-called “working” definition: author’s, specified, borrowed (especially for fundamental categories with formed definitions) In accordance with the presented structure, the algorithm of mastering of the method of categorial analysis of the apparatus of pedagogical research for future teachers is proposed. Results of the study of the effectiveness of the implementation of the developed algorithm confirmed the growth of the quality of students’ research papers in the specified direction by 16 %. The algorithm is based on the principles of a student-oriented approach. Conducting training sessions on the basis of the given algorithm is aimed at facilitating the process of determining by students of the categorial apparatus of research, provides a procedure for determining the basic concepts of research, creating by students of the author’s pedagogical definition, and contributes to a deeper understanding of the research problem.
8
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The definition of “research competence”

75%
PROKHORCHUK A.
Edukacja-Technika-Informatyka
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2014
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vol. 5
|
issue 1
439-443
EN
The paper based on the analysis of scientific psychological and educational literature considered the terms “competence” and “Research competence” is an attempt to give their definition of “research competence”.
9
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Компетентнісний підхід у формуванні гнучких умінь (soft skills) як передумова професійного самовизначення учнів у наукових ліцеях

63%
Сердюк Г.
Viae Educationis
|
2022
|
issue 4
82-91
UK
Актуальність. Здобуття спеціалізованої освіти наукового спрямування забезпечує розвиток дослідницької компетентності учнів відповідно до профілю навчання та інтересів здобувачів освіти. Науковий ліцей створює інноваційний простір для всебічного розвитку учнів, адже дослідницька культура залежить від особистісних якостей. Система цінностей здобувачів освіти, яка формується в ліцеї, сприяє готовності до різних видів діяльності. Статтю присвячено проблемі розвитку гнучких умінь (soft skills) у процесі дослідно-орієнтованого навчання в науковому ліцеї. Вважаємо доцільним простежити взаємозв’язок між розвитком дослідницької компетентності і гнучкими навичками, розвитком «soft skills» і професійним самовизначенням учнів наукового ліцею. Реалізація компетентнісного підходу в освітньому процесі простежується через безперервність інтелектуального, особистісного розвитку здобувачів освіти, формування універсальних умінь випускників, які гідно конкурують у соціальному середовищі, приймають суспільні виклики. Мета. Дослідити розвиток гнучких умінь у процесі дослідно-орієнтованого навчання в науковому ліцеї та обгрунтувати значущість «soft skills» у професійному самовизначенні учнів (на прикладі суспільно-гуманітарного профілю). Методи дослідження: теоретичні (індукція, синтез, узагальнення, конкретизація); емпіричні (вивчення та аналіз нормативно-правових документів у сфері спеціалізованої освіти, педагогічної документації і результатів діяльності наукового ліцею, тестування). Основні результати дослідження. У статті розкрито сутність понять «гнучкі вміння», «дослідно-орієнтоване навчання», «дослідницька компетентність». Визначено особливості формування гнучких умінь в умовах дослідно-орієнтованого навчання в науковому ліцеї. Вимоги щодо обов’язкових компетентностей та результатів навчання учнів суспільно-гуманітарного профілю проаналізовані в контексті питання розвитку «soft skills» як передумови професійного самовизначення. Описані ефективні форми організації навчально-дослідницької діяльності учнів, застосування яких сприяє формуванню життєво необхідних навичок та професійному вибору. Наукова новизна результатів дослідження. Визначено підходи щодо організації дослідно-орієнтованого навчання учнів наукових ліцеїв з метою розвитку гнучких умінь як передумови професійного самовизначення. Розкрито особливості формування універсальних навичок в учнів, які здобувають спеціалізовану освіту наукового спрямування. Вимоги щодо розвитку дослідницької компетентності проаналізовані відповідно до питання формування універсальних умінь. Конкретизовано соціальні, комунікативні, когнітивні навички, які формуються в процесі виконання навчально-дослідницької діяльності. Розглянуто зміст навичок, які розвиваються в процесі дослідно-орієнтованого навчання, організованого в межах суспільно-гуманітарного профілю відповідно до обраних галузей знань (мовна, історико-правова).
EN
Relevance. Acquisition of specialized scientific education ensures the development of student research competence according to the study profile and student interests. The scientific lyceum creates an innovative space for student comprehensive development because the research culture depends on personal qualities. The student system of values, forming in the lyceum, promotes readiness for various activities. The article is devoted to the problem of the development of soft skills in the process of research-oriented learning in the scientific lyceum. We consider it appropriate to establish a linkage between the development of research competence and flexible skills, the development of “soft skills”, and student professional self-determination in the scientific lyceum. The implementation of the competence approach in the educational process can be visible through the continuity of student intellectual and personal development, the formation of general skills of graduates who compete with dignity in the social environment, accept social challenges. Purpose. Investigate the development of flexible skills in the process of research-oriented learning in the scientific lyceum and justify the importance of “soft skills” in the student professional self-determination (socio-humanitarian department as the example). Methods: theoretical (induction, synthesis, generalization, concretization); empirical (study and analysis of legal documents in the field of specialized education, pedagogical documentation and the results of the scientific lyceum activity, testing). Results. The essence of the concepts “flexible skills”, “research-oriented learning”, “research competence” is revealed. The peculiarities of the formation of flexible skills in the conditions of research-oriented learning in the scientific lyceum are determined. Requirements for compulsory competencies and learning humanitarian department student outcomes are analyzed in developing “soft skills” as a prerequisite for professional self-determination. Effective forms of organization of student educational and research activities, usage of which contributes to building vital skills and professional choices, are described. Originality. Approaches to the organization of student research-oriented training in scientific lyceums to develop flexible skills as a prerequisite for professional self-determination are identified. The peculiarities of the formation of universal skills in students who receive specialized scientific education are revealed. Requirements for the development of research competence are analyzed according to the point of the building of versatile skills. The social, communicative, and cognitive skills formed in teaching and research activities are specified. It is considered the nature of skills developed in research-oriented learning. It is organized within the socio-humanitarian profile according to the selected fields of knowledge (language, history and law).
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