From the experience of working as a teacher of Russian language and literature. Organization of research activities of schoolchildren
The purpose of research activities in education is the acquisition by students of the skill of research as a universal way of mastering reality, the development of the ability for a research type of thinking, the activation of the student’s personal position in the educational process based on the acquisition of new knowledge. Educational and research activities of schoolchildren are activities associated with finding an answer to a creative, research problem with a previously unknown solution.Research activities- an effective means of developing theoretical thinking, as it allows one to fix cause-and-effect relationships on specific material, establish the results of the development of processes, make generalizations and ascent “from the particular to the general” (“the theory of educational activity and its subject” by V.V. Davydov). During research activities, the conditions and norms of activity that arose and existed in the field of science are reproduced. Thus, research learning is activity-based.
At different levels of education and for different types of educational institutions, the research activity of students has its own specific functions: in preschool education and primary school - maintaining the research behavior of children as a means of developing cognitive interest and establishing motivation for educational activities; in primary school – developing in students the ability to take a research position, independently set and achieve goals in educational activities based on the use of elements of research activity within the framework of the subjects of the curriculum and the system of additional education; in high school – development of research competence and pre-professional skills as the basis for specialized training; in additional education – creating conditions for the development of students’ abilities and inclinations in accordance with their specific needs in the conditions of flexible educational programs and individual support.
Student research activity is an educational technology that uses educational research as the main means. Research activities involve students completing educational research tasks with a previously known solution, aimed at creating ideas about an object or phenomenon in the surrounding world, under the guidance of the leader of the research work.
Educational research is an educational process implemented on the basis of research technology. Its main characteristics are:
highlighting problem points in the educational material that suggest ambiguity;
developing the skill of identifying several versions, hypotheses (a view of an object, the development of a process, etc.) in a selected problem, their formulation;
developing the skill of working with different versions based on the analysis of evidence or primary sources (methods of collecting material, comparison, etc.);
development of skills of analysis and acceptance based on the analysis of one version as true.
The main goal of a student’s research project is to obtain ideas about a particular phenomenon and develop the ability to take a research position in relation to surrounding phenomena. To achieve this goal, it is necessary to create conditions for students to independently set research problems, select an object, attempt analysis, and put forward hypotheses. At the same time, the student acts in accordance with his interests and preferences, takes a creative, authorial position when carrying out research, that is, he independently sets the goals of his activity. At each stage of research, it is necessary to give the student a certain freedom in work, sometimes even to the detriment of the methodology, otherwise the research may gradually turn into the usual sequence of standard educational stages in the reproductive system of education.
In research activities, the project method is used, which allows you to plan the research, but the work remains research, which is organized by the project method.
Among the forms of organizing research activities, the following can be distinguished:
1. Problem-based teaching of general education school lessons in traditional subjects. At the same time, a problem-based approach to teaching a lesson is implemented: the teacher presents different points of view on a given topic; organizing a discussion, during which the primary sources presented by the teacher are analyzed and various opinions are expressed, then formulated in the form of conclusions. You can organize student reports that reflect different points of view on the problem.
2. Introduction to the grid of the basic component of the curriculum of special educational subjects. For example, the course “methods of scientific research”, in which the methodology of research activities is given, the formulation and implementation of research tasks, and the presentation of results in lessons are practiced.
3. Elective courses of pre-profile and specialized training in the field of various natural sciences and humanities, which are based on the implementation of research projects.
4. Continuing education programs, the use of a wide range of different forms of group and individual work, recording the result as a completed research work.
5. Application of a research approach when conducting excursions, setting individual research tasks with recording of the results in the form of reporting creative works.
6. School-wide projects based on research activities.
7. Hikes and expeditions as independent forms of organizing research activities and as elements of the annual cycle of educational research.
8. Scientific and practical conferences and competitions as forms of presentation of research activities.
9. Activities of thematic clubs and youth associations (youth scientific societies, small academies of sciences, etc.).
The results of inquiry learning are divided into two parts. The first marks the compliance of the student’s research work with the standards of conducting research. The second shows what abilities and personality characteristics were developed in the process of implementing research training (the ability to see and identify a problem, the ability for reflexive thinking, the level of cognitive motivation, the presence and expression of the author’s position, etc.).
The quality of a student’s research work is determined by the ratio of the subject material presented and actually learned; the ability to build and present the structure of research in accordance with established norms in the scientific community; ability to reflect. Thus, research activity turns into a leading one for adolescence, since it sets the way for the implementation of effective social, subcultural, and professional tests.
The main types of educational and research activities can be distinguished:
- problem-abstract research: comparison of data from various literary sources in order to highlight the problem and design options for its solution;
- analytical and systematizing research: observation, recording, analysis, synthesis, systematization of quantitative and qualitative indicators of the processes and phenomena being studied;
- diagnostic and prognostic research: study, tracking, explanation and forecasting of qualitative and quantitative changes in the studied systems, phenomena, processes;
- inventive and rationalization research: improvement, design and creation of devices, mechanisms, instruments;
- experimental research activities: testing assumptions about confirmation or refutation of the result;
- design and search activities: search, development and defense of the project, the target setting is methods of activity, and not the accumulation and analysis of factual knowledge.
- descriptive research: observation and qualitative description of a phenomenon.
The most effective in terms of developing key competencies in students is design and research activity - the activity of designing one’s own research, which involves identifying goals and objectives, principles for selecting methods, planning the progress of the research, determining expected results, assessing the feasibility of the research, and identifying the necessary resources.
The main means of organizing research work is a system of research tasks containing a problem, the solution of which requires theoretical analysis and the use of scientific research methods, with the help of which students discover previously unknown knowledge.
Research assignments include:
- cognitive tasks - specially selected educational tasks that should be, as it were, snatched from the surrounding reality. One of the constituent elements of organizing cognitive activity in the classroom is the formulation and solution of a problem. A problem is a complex cognitive task, the solution of which is of significant practical or theoretical interest (for example: how much electricity does our school consume);
- creative tasks that can take the form of a riddle, can be compiled on the basis of an unusual and interesting text, or contain a question or task;
- lesson-research, when a phenomenon, the study of which is provided for by the program, is offered for independent observation under the guidance of a teacher;
- a lesson-seminar, which is based on the content of the educational material of previous lessons.
Thus, it is necessary to note the importance and necessity of research activities, during which students develop the ability to see problems; to ask questions; put forward hypotheses; define concepts; classify; observe; conduct experiments; draw conclusions and conclusions; structure the material; prove and defend your ideas.
References
1. Alekseev N. G., Leontovich A. V., Obukhov A. V., Fomina L. F. Concept of development of research activities of students // Research work of schoolchildren. 2001. No. 1.
2. Andreev V.I. Dialectics of education and self-education of a creative personality. – Kazan: KSU Publishing House, 1988.
3. Belykh S.L. Managing student research activity. – M: f. “Research work of schoolchildren”, 2007.
4. Vygotsky L.S. Educational psychology / Ed. V.V. Davydova. – M.: Pedagogy – Press, 1999.
5. Leontovich A.V. Research activities of students. - M.: 2003.
6. National educational initiative “Our New School”
7. Obukhov A.S. Research position and research activity: what and how to develop? // Research work of schoolchildren. 2003. No. 4.
8. Savenkov A.I. Research teaching and design in modern education // Research work of schoolchildren. 2004. No. 1.
In the public consciousness there is an idea of research as establishing, discovering, and understanding the laws of reality. This type of activity means extracting something from a “trace”, i.e. restoration of a certain order of things based on indirect signs, imprints of a general law in specific, random objects. This is a fundamental feature of the organization of thinking during research, which is associated with the development of observation and analytical skills, in contrast, for example, to the project type of organization of thinking.
The main goal of the study should be understood by the teacher and student as establishing the truth or as observing an object. And the development of such abilities as the ability to take a research position is an important task of education and upbringing as a means of assessing one’s activities and its possible consequences. The principles of this work can be: relevance, scientific validity, systematicity, mobility, variety of forms of summing up, productivity, personality-oriented approach.
The effectiveness of innovative search largely depends on the level of preparedness, interest and coherence of the actions of the research participants (schoolchildren), the clarity of the distribution of tasks, the accuracy of criteria-evaluative indicators, the specification of the directions of the topic being studied, and skillful monitoring.
With a serious and responsible attitude to the matter, research activities become necessary for the school and fit organically into the overall pedagogical process, interacting with other types of educational activities. Also, research work can become a powerful and effective factor influencing the productivity of the school staff, the development of the teacher and the child, the level of culture and education of society.
The research activities of schoolchildren have a number of features:
it, as a rule, is constructive - activity-based in nature, the pedagogical task of which is not a lengthy explanation and teaching, but recording as things progress;
it provides opportunities for the manifestation and implementation of an individual pedagogical style.
Success factors for research activities can be:
compliance with the principle of voluntariness in choosing a topic and engaging students in this type of work;
maximum student independence in the research process;
competent and interested teacher guidance of student research work;
material and technical support for managers and performers of research work.
Of course, it is useful to develop indicators of the effectiveness of research work and be guided by them when assessing the achievements of a teacher and stimulating his self-development based on a combination of theory and practice, and then the opportunity to achieve better results in the educational process will be clear to all participants in the educational process.
The choice of research topic plays a very important role in research activities; when choosing a topic, the following rules must be taken into account:
- 1. The topic should be interesting to students and should captivate them.
- 2. The topic must be feasible, its solution must bring real benefits to the research participants.
- 3. The topic must be original, it requires an element of surprise and unusualness.
- 4. The topic should be such that the work can be completed relatively quickly.
- 5. When helping a student choose a topic, try to stay closer to the area in which you yourself feel gifted.
- 6. The student should feel like a researcher.
Teaching schoolchildren special knowledge, as well as developing their general skills necessary for research is one of the main practical tasks of modern education.
General research skills and abilities are: the ability to see problems; to ask questions; put forward hypotheses; define concepts; classify; observation skills and abilities; conducting experiments; ability to draw conclusions and inferences; skills in structuring material; working with text; the ability to prove and defend your ideas.
As part of research activities when organizing training, attention is paid to the development of such research skills of students as constructing hypotheses, planning, organizing observations, collecting and processing information, using and transforming information to obtain new conclusions, integrating the content of several areas of knowledge at once, cooperation, independent comprehension of newly emerging knowledge, etc., which, according to teachers, makes it possible to make a transition from mastering a large amount of information to the ability to work with information and form a creative personality.
To develop the basic skills of research behavior, you can use a variety of techniques.
Development of skills to see problems. A problem is a difficulty, an uncertainty. To eliminate a problem, actions are required, first of all, these are actions aimed at investigating everything related to this problem situation. Finding problems is not easy. Finding a problem is often harder and more educational than solving it. When performing this part of research work with a child, one should be flexible and should not necessarily demand a clear understanding and formulation of the problem, or a clear designation of the goal. Its general, approximate characteristics are quite sufficient. The ability to see problems is an integral property that characterizes human thinking. It develops over a long period of time in a variety of activities. One of the most important properties in identifying problems is the ability to change one’s own point of view, to look at the object of study from different angles. After all, if you look at the same object from different points of view, you will definitely see something that eludes the traditional view and is often not noticed by others.
Development of skills to put forward hypotheses. A hypothesis is a basis, assumption, judgment about the natural connection of phenomena. Children often express a variety of hypotheses about what they see, hear, and feel. Many interesting hypotheses are born as a result of attempts to find answers to one’s own questions. A hypothesis is a prediction of events. Initially, a hypothesis is neither true nor false - it is simply undefined. Once it is confirmed, it becomes a theory; if it is refuted, it also ceases to exist, turning from a hypothesis into a false assumption. The first thing that makes a hypothesis come into being is a problem. Methods for testing hypotheses are usually divided into two large groups: theoretical and empirical. The first involves relying on logic and analysis of other theories (existing knowledge) within the framework of which this hypothesis is put forward. Empirical methods for testing hypotheses involve observation and experimentation. The construction of hypotheses is the basis of research, creative thinking. Hypotheses make it possible to discover and then evaluate their likelihood through theoretical analysis, thought or real experiments. Thus, hypotheses make it possible to see the problem in a different light, to look at the situation from a different perspective. When making assumptions, the words usually used are: perhaps, suppose, suppose, perhaps, that if, probably.
Thus, we define the research activity of schoolchildren as a specially organized, cognitive creative activity of students, which in its structure corresponds to scientific activity, characterized by purposefulness, activity, objectivity, motivation and consciousness. In the process of implementing this activity, students actively search and discover subjective knowledge with varying degrees of independence using research methods accessible to children. Its result is the formation of cognitive motives and research skills, subjectively new knowledge and methods of activity for the student, and the personal development of the student. Research activities of schoolchildren can be very diverse. Information and communication technologies are often used in its implementation. This includes searching for information on the Internet and presenting the results of work in the form of a multimedia presentation. Undoubtedly, students' mastery of ICT corresponds to modern educational challenges. But it should be noted that in order to organize the research activities of students, the teacher himself must be a researcher, because captivates captivated.
Educational and cognitive activity can take place in various forms. One of the optimal forms is educational and research activities.
There are different approaches to defining educational and research activities.
For psychologist A. S. Obukhov, students’ research activity is “a creative process of joint activity of two subjects (two individuals) to find a solution to the unknown, during which cultural values are transmitted between them, the result of which is the formation of a worldview.” He notes that: firstly, the teacher in this case acts precisely as a bearer of experience in organizing activities, and not as a source of knowledge. Secondly, because both parties are subjects, i.e. active figures, then the position of the one who is led by the teacher is not the position of a follower, but the position of one who independently “follows the leader.” In the study, there is no passive perception of information, but active interaction, thanks to the assumption of specific functional responsibilities by each of the parties.
B. A. Vikol defines the research activity of students as any activity that is aimed at obtaining new knowledge and is carried out not according to a strict prescription (algorithm), but on the basis of self-organization, understanding by the latter the ability to rationally plan one’s activities, exercise self-control, regulation, restructuring their actions, the ability to reconsider and change their ideas about the objects included in the activity.
N. G. Alekseev understands educational research activity as the activity of students associated with finding an answer to a creative, research problem with a previously unknown solution and presupposing the presence of the main stages characteristic of research in the scientific field: statement of the problem, study of the theory devoted to this issue, selection of research methods and practical mastery of them, collection of own material, its analysis and synthesis, own conclusions.
V. A. Dahlinger understands educational research activities as educational activities “for the acquisition of practical and theoretical knowledge with predominantly independent application of scientific methods of cognition,” he believes “educational and research activities are the process of solving a problem posed on the basis of an independent search for theoretical knowledge; foresight and forecasting of both the results of a decision and the methods and processes of activity.” The purpose of research activity is that “being a form of activity of the individual, it is a condition and means of his mental development.”
A. V. Leontovich understands the research activities of schoolchildren as “an educational technology with the help of which scientific thinking is formed.” “For the research activities of students, functional connections between participants in the educational process are specific, defined as “colleague-colleague” and “spiritual mentor-junior comrade.”
“Research activity to master the surrounding world is a type of activity of a child aimed at searching for objective information about the structure of the surrounding world through personal practical experimentation with the object of research,” writes M. N. Emelyanova in her dissertation.
N.A. Semyonova, considering the educational and research activities of junior schoolchildren, defines this form of educational and cognitive activity as “specially organized, cognitive creative activity of students, whose structure corresponds to scientific activity, characterized by purposefulness, activity, objectivity, motivation and consciousness. In the process of implementing this activity, an active search and discovery of subjective knowledge by students is carried out with varying degrees of independence using research methods accessible to children.”
Let us pay attention to the fact that each of the teachers considers educational and research activity as a form of educational activity that does not have a training nature, that is, as a form of educational and cognitive activity.
Comparing these definitions with the definition of students’ cognitive activity, we will highlight the specific features of educational and research activities:
creative process
· the teacher in this case acts precisely as a bearer of experience in organizing activities, and not as a source of knowledge,
· there is not a passive perception of information, but an active interaction,
· carried out not according to a strict prescription (algorithm), but on the basis of self-organization,
· the presence of the main stages characteristic of research in the scientific field,
· functional connections of participants in the educational process,
· use of research methods accessible to children
Thus, we will call research activity the educational and cognitive activity of schoolchildren characterized by identified specific features.
Educational and research activity, like any other, has main components: subject, object, activity directed by the subject to the object.
The subjects of educational and research activities are: a group of students, the whole class, student-student pairs, student-parent, student-teacher.
Objects for educational research are selected taking into account the available possibilities: the presence of a system of concepts about the selected object (connections between objects), which will allow constructing a hypothesis, constructing a situation for testing the hypothesis. According to N. A. Semyonova, objects of educational and research activities can be objects of living and non-living nature, artificial, social, and fantastic. We will also add abstract mathematical objects to this.
By the process of a subject’s influence on an object we will understand the same as in educational and cognitive activity, the educational and cognitive process.
In the public consciousness, research activity usually means establishing, discovering, understanding reality through one’s own observations, comparisons, analysis, and conducting experimental research, in the process of which a person gains new knowledge. This new knowledge is the energy source of research activity, that is, its need: “The source of research as a type of activity is in the desire for knowledge inherent in human nature.” The work of E. G. Skabitsky also states that the need for research activities is the necessary new information, its updating and enrichment. Thus, research activity results in information about the qualities and properties of an object, about connections, relationships and laws of the real world, that is, it is a cognitive activity. Therefore, all the characteristic features of educational and cognitive activity can be transferred to educational and research activities, which we consider within the framework of the education system.
Let us dwell on the specific features of the structure of educational and research activities.
Motive. The motivational basis for students' research activities includes social and cognitive motives. Social motives include: the desire to be a responsible student and fulfill one’s duties; desire to assert oneself; receive an award at a competition, adding variety to your activities; In addition, the motives for cooperation are the desire to interact in the research process with a certain group of students or a student, cooperation with a teacher or parents. Cognitive motives include interest in the subject, cognitive interest, internal contradiction that causes a need, the student’s desire to explore uncertainty containing knowledge unknown to him, mastering research skills, using the acquired knowledge and skills for self-education, the desire to obtain a specific result from research practical result (product), satisfaction with the work process , , .
Target. The goals of students' educational and research activities may be related to establishing the empirical properties of the objects being studied; studying the history of their origin and development; specific data about the object being studied based on a wide range of information; identifying the capabilities of the object under study (real and imagined), etc. The purpose of educational and research activities is divided into many specific goals that determine the objectives of the research.
Plan. Actions. For successful research activities, the student needs to have a plan of proposed actions to solve the proposed problems. A research plan is developed under conditions of uncertainty, when knowledge about the subject of research is incomplete or unreliable. At the same time, the researcher must supplement the gaps in knowledge with guesses and hypotheses, i.e. at this stage, operating with hypothetical knowledge occurs (connections and relationships between them are established). The plan is not a strict algorithm of actions, but only a way of organizing it.
The plan for research activities, in contrast to educational-cognitive activities, must be known to the student; the student draws up a plan for his research activities independently or under the guidance of a teacher. A well-thought-out structured plan will allow the student to consciously carry out certain actions that correspond to the main stages of scientific research. It allows the student to see the work as a whole and not perform unnecessary actions.
Checking results and correcting actions. Any research work ends with conclusions, which are a comparison of the results of the activity with its goals and objectives. N.A. Semyonova highlights the following results: the formation of cognitive motives, subjectively new knowledge for the student, a new way of activity, research skills. The results can also include the product of activity received by the student. The results of major research works by schoolchildren are often presented in the form of abstracts, wall newspapers, presentations and defended at various competitions.
Thus, educational and research activity, like any other, has basic components, characteristic features, a certain structure: motive, goal, plan, actions, verification of results, correction of actions that have specific content that distinguishes this form of activity.
The educational potential of metaphor lies in the fact that metaphor contributes to an adequate interpretation of the meaning of the meaning of the statement; creating original associations based on verbal stimulus; developing readiness to work in an educational context; realizing the ability to use symbolic, associative means to express thoughts. To understand a metaphor, a child must be at that stage of thinking development that can ensure the restoration of the image of the object of metaphorization through the linguistic meaning of the metaphor and through existing connections between objects of reality.
The developmental potential of metaphor lies in the fact that metaphor ensures the process of interaction between teacher and child, activates the mechanisms of imagination, thinking, perception, memory and contributes to the development of the child’s creative abilities. Problem-based tasks, search and linguistic tasks, games that can easily be introduced into the course of a lesson using metaphors help to intensify the learning process and make it more interesting. A teacher in the field of foreign language preschool education uses metaphor to organize the educational activities of children, increases their cognitive activity, and intensifies the process of assimilation of linguistic and cultural knowledge. At the same time, the student develops a desire to learn, they develop creative independence and a desire to demonstrate their abilities in foreign language classes. The motivational potential of metaphor in the process of foreign language preschool education is manifested in the following:
A positive attitude towards the process of learning a foreign language is formed;
The ability to conduct joint, group and collective work in the process of learning a foreign language is developed;
Your own creative abilities are revealed and further developed.
Thus, metaphor is necessary in the pedagogical discourse of teachers in the field of foreign language preschool education. Metaphor helps make difficult things easy and accessible, and boring things interesting and fun.
1. Salamatov K.I. Methodology of professionally oriented teaching of a foreign language as a pedagogical specialty. Kuibyshev, 1984. 93 p.
2. Tarasyuk N. A. Formation of professional readiness of teachers for foreign language preschool education. M.: Publishing house MGPU; Kursk: Publishing house KSPU, 2001. 147 p.
3. Yurchenko I.V. Psychological conditions for the use of metaphor as a means of developing the creative abilities of junior schoolchildren: abstract of thesis. dis. ...cand. psychol. Sci. Kursk, 2004. 21 p.
5. Lyakhovitsky M.V. et al. Methods of teaching foreign languages in secondary school: textbook. M.: Higher. school, 1982. 373 p.
6. Passov E.I. Forty years later, or One Hundred and One Methodological Ideas. M.: Glossa: Glossa-press, 2006. 240 p.
RESEARCH ACTIVITIES OF JUNIOR SCHOOLCHILDREN
RESEARCH ACTIVITY OF YOUNGER SCHOOL STUDENTS A. Yu. Borshchevskaya
Key words: research activity, development of abilities, creativity.
A. Yu. Borschevskaya
In the article the author's approach to research activity of younger school students is presented, training the skills of research is considered and the results of the work are given.
Keywords: research activity, development of abilities, creativity.
Modern society is developing rapidly. Changes occur in all spheres of life: political, economic, social, cultural. In order for a school graduate to meet
requirements placed on him by society, changes are also necessary in the education system. Achieving such a level of education is considered one of the most important tasks of modern education.
of students, which would be sufficient for independent creative solving of problems of a theoretical and applied nature.
Every child has abilities and talents. Children are naturally inquisitive and full of desire to learn, and it is precisely the period of life of primary schoolchildren that is distinguished by a great desire for creativity, knowledge, and active activity.
But in order for children to show their talents, they need smart and skillful guidance from adults.
Doctor of Psychological Sciences A.I. Savenkov notes that opposition to traditional and research-based teaching has been ongoing at school for many years. As before, traditional education is built not on methods of independent, creative research, but on reproductive activity aimed at assimilating ready-made truths obtained by someone. Thanks to this training, the child largely loses the main feature of exploratory behavior - search activity. The result is a loss of curiosity, the ability to think independently, ultimately making the processes of self-learning, self-education, and, consequently, self-development almost impossible.
Exploratory behavior is one of the most important sources for a child to gain ideas about the world. “Inquiry learning” refers to an approach to learning that is built on the basis of a child’s natural desire to independently explore the world around him.
The main goal of research training is to develop the ability to independently, creatively master and rebuild new ways of activity in any sphere of human culture.
That is why preparing a child for research activities becomes the most important task of education and a modern teacher.
We believe that the research activities of junior schoolchildren will be successful if the following pedagogical conditions are met:
1. Familiarization of younger schoolchildren with the content and technique of research.
2. Formation of students’ skills and abilities for independent work.
3. Formation of self-control skills.
4. Development of students' creative abilities and initiative.
In accordance with the purpose and hypothesis of the study, the following tasks were identified:
1. Study the theoretical foundations of research activities.
2. To determine the psychological and pedagogical abilities of younger schoolchildren when performing research work.
3. Justify the pedagogical conditions for organizing research activities of junior schoolchildren.
The formation of research activities, as a rule, takes place in several stages.
The first stage corresponds to the 1st grade of primary school.
Objectives for enriching the research experience of first-graders include:
Maintaining the research activity of schoolchildren based on existing ideas;
Development of skills to pose questions, make assumptions, observe, create subject models;
Formation of initial ideas about the researcher’s activities.
The second stage - 2nd grade of primary school - is focused on:
To acquire new ideas about the characteristics of the researcher’s activities;
To develop the skills to determine the topic of research, analyze, compare, formulate conclusions, and formalize research results;
To maintain initiative, activity and independence of schoolchildren.
The third stage corresponds to grades 3-4 of primary school. At this stage of training, the focus should be on enriching the research experience of schoolchildren through the further accumulation of ideas about research activities, its means and methods, awareness of the logic of research and the development of research skills. Compared to the previous stages of training, the complication of the activity lies in the increase in the complexity of educational and research tasks, in the breadth and awareness of reasoning, generalizations and conclusions.
Homework is optional for children; they are completed at the students’ own request. In the process of including younger schoolchildren in educational and research activities, the teacher faces the problem of organizing the solution of common educational and research tasks at different levels of development of students’ research experience. In solving this problem, one should proceed from the fact that it is necessary to select such methods and forms of work in which students could demonstrate and enrich their individual research experience.
It is most convenient to organize research activities during lessons on getting to know the outside world, since this is facilitated by the material being studied. But this is also possible on other objects.
In literary reading lessons when studying oral folk art, you can conduct a comparative analysis of folk tales.
Thus, we define the educational and research activities of junior schoolchildren as specially organized cognitive creative activities of students, which in their structure correspond to scientific activities, characterized by purposefulness, activity, objectivity, motivation and consciousness.
The research activities of junior schoolchildren can be very diverse. Often during its pro-
information and communication technologies (ICT) are used. This includes searching for information on the Internet and presenting the results of work in the form of a multimedia presentation. Undoubtedly, students' mastery of ICT corresponds to modern educational challenges. But one more point should be noted: in order to organize the research activities of students, the teacher himself must be a researcher.
By defending their research projects, children learn to present the information they have obtained, encounter other views on a problem, and learn to prove their point of view.
To organize the research activities of junior schoolchildren, the following student skills were identified:
1. Ability to organize your work (organizational).
2. Skills and knowledge related to the implementation of research (search).
3. Ability to work with information, text (information).
4. The ability to formalize and present the result of your work.
5. Skills related to the analysis of one’s activities and evaluation activities (evaluative).
Observations and study of students' work made it possible to determine the level of development of students' research skills.
1. The student’s practical readiness to carry out research activities.
2. Motivation of students’ research activities.
3. Demonstration of creativity in children’s research activities.
4. Degree of manifestation of independence.
The assessment of each of these criteria was correlated with the levels of development of the skills and abilities of research activities of primary school students identified and described in the work:
1. We define the initial level as already existing, formed on the basis of children’s spontaneous research experience and educational skills acquired during their studies in the 1st grade.
2. The initial level is characterized by the emergence of external motives for conducting research, the ability, with the help of a teacher, to find a problem and offer various options for solving it.
3. The productive level has the following characteristics: stable internal and external motives for conducting research work, there is a desire to conduct research independently (individually or with a group).
4. The creative level can be defined as follows: there is a constant interest in conducting various types of research; the ability to present the result of an activity in an original way.
To determine the level of development of research skills in junior schoolchildren, the following diagnostic methods were used:
Pedagogical observation carried out by the teacher during lessons in various disciplines, during research activities;
Analysis of the products of children's research activities (research works);
Questionnaires that allow you to identify and evaluate the development of specific skills, the presence of knowledge about research activities, manifestations of creativity, the degree of independence in research work, and the motivational attitude towards educational research of junior schoolchildren.
The experience of using tasks to form educational and research activities allows us to draw the following conclusions:
The research method in teaching involves students independently solving problems, difficult tasks of a cognitive and practical nature;
Carrying out research activities, children not only look for ways to solve the problems posed, but are also encouraged to formulate them independently, to put forward the goals of their activities.
Thus, the implementation of these organizational and pedagogical conditions in the educational process will make it possible to teach younger schoolchildren new ways of acquiring knowledge and develop their research skills.
LIST OF SOURCES AND REFERENCES
1. Razagatova N. A., Dzhadzha S. E. Involving junior schoolchildren in educational and research activities (on the example of Samara) // Izv. Samar. scientific center of the Russian Academy of Sciences. 2006. No. 3. P.223-230.
2. Gafitulin M. S. Project “Researcher”. Methodology for organizing students’ research activities // Ped. technique. 2005. No. 3. P. 21-26.
3. Dolgushina N. Organization of research activities of junior schoolchildren // Beginning. school (September 1st). 2006. No. 10. P. 8.
4. Experience in organizing research activities of schoolchildren: “Small Academy of Sciences” / author. G. I. Osipova. Volgograd: Teacher, 2007.
5. Poddyakov A. N. Research behavior. Cognition strategies, help, opposition, conflict. M.: Education, 2000. P. 45.
6. Razagatova N. A. Research activities of junior schoolchildren... Is this possible? // To school together: edition for parents. Samara: Agni, 2007. 88 p.
7. Razagatova N. A. Methodology for organizing educational and research activities of junior schoolchildren // Competence-oriented education: from idea to school practice: regional materials. scientific-practical seminars / under general ed. Ph.D. L. I. Polushkina. Samara: Abris, 2006. 158 p.
8. Savenkov A.I. Content and organization of research training for schoolchildren. M.: September, 2003. P.204.
9. Semenova N. A. Research activities of students // Beginning. school 2006. No. 2. P. 45-49.
10. Semenova N. A. The place of research activities of junior schoolchildren in the modern educational process // Preschool and primary education in the XXI century. Theory and methodology: materials from the region. scientific-practical conf., dedicated. 100th anniversary of TSPU and 25th anniversary of the faculty. began. classes. Tomsk: TSPU Publishing House, 2002. P.59-62.
11. Semenova N. A. Conditions for the development of research skills of schoolchildren // Materials of international. scientific-practical conf. “Modernization of education and advanced training” (Tomsk, November 26-27). T. 2. Tomsk, 2003. pp. 188-191.
DEVELOPMENT OF COGNITIVE ACTIVITY OF JUNIOR CLASS STUDENTS OF A RURAL SCHOOL BY EXPANDING THE RANGE OF RESOURCES
DEVELOPMENT OF PRIMARY VILLAGE SCHOOL PUPILS" COGNITIVE ACTIVITY BY MEANS OF EXPANSION OF THE SPECTRUM OF RESOURCES
L. P. Fadyushina, N. S. Sterkhova
The article reveals the content of one of the conditions for increasing the effectiveness of the development of cognitive activity of junior schoolchildren in a rural school. This condition is the replenishment of students’ knowledge by expanding the range of resources. To increase the efficiency of the process under study, it is proposed to use spatial, communication, information, and ethnocultural resources.
L. P. Fadyushina, N. S. Sterkhova
The article defines the content of one of the conditions ensuring the development of primary village school pupils" cognitive activity - expansion of resources spectrum. The role of different resources (spatial, communicative, informational, ethnologic-cultural) in securing the effectiveness of the process concerned is described.
Key words: development of cognitive activity of students, expansion of the range of resources, spatial resource, communicative resource, information resource, ethnocultural resource.
Keywords: development of pupils" cognitive activity; expansion of resources spectrum; spatial resource, communicative resource, informational resource, ethnological-cultural resource.
At the present stage of development of general education, it is not enough for a school graduate to successfully master the course of study and learn to apply the acquired knowledge in practice. It is also necessary that the student learn to independently acquire knowledge and skillfully apply it in practice to solve emerging problems. Therefore, one of the priority tasks of general education is the preparation of graduates who are ready to independently pose problems and solve them. In this regard, one of the primary tasks of the school is the development of cognitive activity of students, which is presented in our study as a sequence
An effectively implemented holistic pedagogical process of interaction between teachers and children, based on specially organized activities aimed at transforming the internal structural components of a given personal education.
The subject of our scientific interest is increasing the efficiency of this process in relation to students of the first educational level of rural schools.
One of the conditions that ensures the effectiveness of the development of students’ cognitive activity is the replenishment of students’ knowledge by expanding the range of resources, which we understand as
Report
Organization of research activities
younger schoolchildren.
In modern conditions, the main goal of education is the general cultural, personal and cognitive development of students, providing such a key competence as “the ability to learn.”
The education received in primary school serves as the foundation for subsequent education. In this regard, there is a need to improve it. What results do parents expect from their child's education in primary school? For most parents, it is very important that as a result of education the child maintains health, demonstrates a high level of knowledge, and develops the desire and ability to learn. In relation to primary school, the implementation of these requirements presupposes the formation of universal methods of action, the desire and ability to learn, readiness for education at the main level of school and self-education; initiative, independence, cooperation skills in various types of activities. All this makes it necessary to introduce modern technologies into school practice.
Currently, pedagogy has developed open educational technologies, built on the exploratory search of students in the learning process.
New education standards involve introducing significant changes to the structure and content, goals and objectives of education, shifting emphasis from one task - to equip the student with knowledge - to another - to form his general educational skills as the basis of educational activities. The student’s educational activity must be mastered by him in full, from all its components: the student must be focused on finding a general way to solve problems (singling out a learning task), have a good command of the system of actions that allow solving these problems (learning actions); be able to independently control the process of one’s educational work (control) and adequately assess the quality of its implementation (evaluation), only then does the student become a subject of educational activity. One of the ways to transform a student into a subject of educational activity is his participation in research activities.
Research is the process of searching for the unknown, new knowledge, one of the types of human cognitive activity. The development of a child’s personality is determined by the nature of the organization of its activities. The revelation of a student’s personality occurs primarily in his main leading activity – learning, and the lesson is the main form of its organization. Therefore, it is the initial stage of schooling that should expand the range of interests and develop the cognitive motivation of students.
Teaching is viewed not as a simple transfer of knowledge from the teacher to students, but as the active work of students on assignments; acts as cooperation, dialogue - the joint work of the teacher and students in the course of mastering knowledge. The student’s cognitive activity is the basis for achieving developmental learning goals.
Research activities in modern educational practice it is considered as one of the effective ways for a child to understand the world around him.
Having studied the materials on this topic, I came to the conclusion that the methodology is aimed more at high school students whose subject interests have already been formed. And the elementary school still remained a little on the sidelines, but it is in the elementary school that the foundation of skills, knowledge and skills of active, creative, independent
students’ activities, methods of analysis, synthesis and evaluation of the results of their activities and research work is one of the most important ways in solving this problem. The specificity of research work in primary school lies in the systematic guiding, stimulating and corrective role of the teacher.
Research from a Teacher's Perspective is an integrative didactic tool for the development, training and education of schoolchildren, which allows the formation and development of educational learning:
These specific skills are:
analysis of the problem situation;
goal setting;
formulation of questions;
action planning;
selection of necessary information;
logical skills;
ability to build hypotheses and draw conclusions;
reflection;
self-control, self-esteem, etc.
Disagreements and disputes among specialists exist regarding research activities at an early age. Many experts are perplexed: “Can junior schoolchildren do what students of higher educational institutions often do with great difficulty?” Alexander Ilyich Savenkov believes that the desire to explore is genetically inherent in a child; search activity, expressed in the need to explore the world around us, is one of the main and natural manifestations of the child’s psyche. Children are already explorers by nature. They participate with great interest in a variety of research activities. This is especially true for gifted children. An unquenchable thirst for new experiences, curiosity, a constantly demonstrated desire to experiment, to independently seek the truth extend to all spheres of life. But the educational and research activities of younger schoolchildren require a well-developed system.
Having decided to tackle this problem, I defined goals and objectives.
Goal of the work:
stimulate the development of the intellectual and creative potential of younger schoolchildren through the development and improvement of research abilities and research behavior skills.
Tasks:
training in conducting educational research for junior schoolchildren;
development of creative research activity of children;
familiarization with the scientific picture of the world;
involvement of parents in the educational process;
Today, when every teacher has the opportunity to choose an educational concept, educational and methodological set, teaching methodology, one cannot help but get the impression that if the best educational concept, wonderful methodology, good textbooks and teaching aids are chosen, then this will solve all the student’s problems.
However, everything is not so simple. A child comes to school with his own internal problems, contradictions, and with any perfectly thought-out methodology, excellent teaching aids, or attentive teacher, he may have problems during the learning process.
Currently, while working at school, I am faced with the following problems:
low level of intellectual development of students;
low pedagogical and psychological level of education of students' parents;
An analysis of the state of family education of our schoolchildren allows us to conclude that many parents do not sufficiently control their children’s studies. The consequence of this is the different level of intelligence of schoolchildren.
Seeing this situation, I came to the conclusion that I needed to change something in my teaching activities. I was faced with the question of how to make lessons useful and interesting for the students in my class.
Having worked at school for 20 years, having my own teaching experience, studying new technologies in education and training, I came to the conclusion that we need to look for the needle that will lead to a thread that will last the length of our school life. This needle, in my understanding, is creativity. The basis of learning should not be reproducing activity, but creative activity, when students should acquire most of their knowledge not from the words of the teacher, but in the process of independently searching for information and ways to solve problems. After all, modern society requires not just a literate person, but a person who is fluent in knowledge, knows how to think logically, scientifically, creatively, and can freely realize his own “I”.
The leading pedagogical idea of this experience is the creation in lessons of situations in the organization of the educational process in which students with different abilities and training could be involved in cognitive activities with pleasure.
The implementation of the proposed teaching experience in practical activities should provide such skills as:
Collect the information;
compare according to individual parameters;
compare and analyze;
generalize;
conduct experiments;
classify;
make inferences and conclusions;
create texts.
The use of the research method in teaching practice and in organizing the learning process is of great importance. It makes it possible to ensure the search orientation of students, aimed at the creative development of the individual, the accumulation in students of reliable concrete-figurative ideas about the surrounding reality of factual knowledge, which are the basis for their subsequent awareness, enrichment, disclosure of the causes and relationships that exist in the world around them. In the course of implementing the research method in the classroom, junior schoolchildren master a number of practical skills and abilities, identify the nature and characteristics of environmental objects by their signs and properties.
Research activities are based on:
development of cognitive skills of students;
ability to navigate the information space;
the ability to independently construct one’s knowledge;
ability to integrate knowledge from various fields of science;
ability to think critically.
This method is focused on independent activity of students , which they can do independently, in groups, in pairs and in the time allotted for this work (from a few minutes of a lesson to several weeks, months).
This work is quite complex, so it is necessary to prepare primary school students gradually.
Research objectives:
Educational: activation and updating of knowledge acquired by schoolchildren while studying a certain topic; systematization of knowledge; acquaintance with a complex of materials that are obviously beyond the scope of the school curriculum.
Educational: developing the ability to think in the context of the topic being studied, analyze, compare, and draw your own conclusions; select and organize material; use ICT when preparing the research; publicly present the research results.
Educational: create a product that will be interesting to others and in demand by others.
The novelty of the experience lies in the transition from information-explanatory teaching technology to activity-developmental technology, forming a comprehensively developed personality of the child. Not only the assimilation of knowledge becomes important, but also the ways of assimilation and processing of educational information, development of cognitive interests and creative potential of students.
The main approaches to developing experience were:
The educational process is structured in such a way as to provide the child with a sense of psychological security, the joy of learning, and the development of his individuality.
creating the most favorable conditions to ensure the full development of the abilities of each student.
the formation of knowledge, skills and abilities is not a goal, but a means of full personal development.
understanding, recognition and acceptance of the student's personality, based on the teacher's ability to take into account the child's point of view and not ignore his feelings and emotions.
view of the student as a full partner in a collaborative environment.
I consider conducting educational research as a special area of extracurricular work, closely related to the main educational process and focused on the development of children’s research and creative activity, as well as on deepening and consolidating their existing knowledge, skills and abilities. In this regard, two main forms of research can be considered: express research (conducted mainly within the framework of a lesson, on a topic proposed by the teacher) and long-term research (actually carried out in extracurricular activities). We should talk about a system for organizing research activities throughout all four years of primary school.
Objectives for enriching the research experience of first-graders include:
maintaining the research activity of schoolchildren based on existing ideas;
development of skills to pose questions, make assumptions, observe, create subject models;
formation of initial ideas about the researcher’s activities.
Starting from the first grade, I use special games and activities in my work that allow me to intensify the child’s research activities and help them master the primary skills of conducting independent research.
The first stage is training sessions with the class, which provide an opportunity to introduce each child to the research technique.
From the first days of school we consider research methods, i.e. where we can get information from. When teaching first-graders how to conduct educational research, I offer children cards with a symbolic image of them. With the help of graphic symbols, children easily learn research methods.
Here we are talking about obtaining information through communication during research activities.
To solve problems, the following methods and methods of activity are used: in the classroom - collective educational dialogue, examination of objects, creation of subject situations, reading-examination, collective modeling; in extracurricular activities - games and activities, joint determination of his own interests with the child, individual drawing up of diagrams, making models from various materials, excursions, exhibitions of children's works.
The second class is focused on:
to acquire new ideas about the features researcher activities;
development of skills to determine the topic of research, analyze, compare, formulate conclusions, formalize research results;
to maintain initiative, activity and independence of schoolchildren;
The inclusion of juniors in educational and research activities is carried out through the creation of a research situation through educational and research tasks and assignments and recognition of the value of shared experience;
At this stage, the following methods and methods of activity are used: in class - educational discussion, observation according to plan, mini-research; in extracurricular excursions, individual comparison of models and diagrams, mini-reports, role-playing games, experiments.
The progressive development of students' research experience is ensured by the expansion of operational actions performed when solving educational and research problems and the complication of activities from frontal under the guidance of a teacher to individual independent activity.
Third and fourth grades will focus on:
to enrich the research experience of schoolchildren through the further accumulation of ideas about research activities, its means and methods;
to increase the complexity of educational and research tasks;
to reorient the formulation and solution of educational and research problems by schoolchildren themselves;
Taking into account the features of this stage, appropriate methods and ways of schoolchildren’s activities are identified: mini-research, research lessons, collective implementation and defense of research works, experiment, etc. Throughout this stage, the enrichment of schoolchildren’s research experience on the basis of individual achievements is also ensured. In addition to classroom teaching and research activities, it is necessary to actively use the possibilities of extracurricular forms of organizing research. This can be various classes in subjects, as well as homework for schoolchildren. Homework is optional for children; they are completed at the students’ own request. The main thing is that the results of the children’s work must be presented and commented on by the teacher or the children themselves (show, exhibition, presentation). At the same time, you should not demand from the student that he tell in detail how he conducted the research, but it is important to emphasize the child’s desire to complete the work and note only the positive aspects. This ensures stimulation and support for children’s research activity.
The success of an activity largely depends on its clear organization. Research work is possible and effective on a voluntary basis. The guys are worried about a variety of problems. However, the topic must be feasible, that is, correspond to the age characteristics of the children, and its solution must be useful to the study participants. If several schoolchildren have similar interests, I organize mini-groups. Individually, or in a formed pair, or in a mini-group, the guys formulate possible topics for future work. Also, the theme should be original, with elements of surprise and unusualness.
Presentation (defense) is the crown of research and one of the main stages of training for a novice researcher. The work done must not only be talked about, but like any real research, it must be defended publicly. During the defense, children learn to present the information they have obtained, encounter other views on the problem, and learn to prove their point of view.
Application
Memo to a young researcher
These materials will help you conduct your own research. Everyone knows that new knowledge can be obtained in ready-made form, or you can obtain it yourself.
To learn how to get them, you need to master the technique of exploratory search. By gradually completing the proposed tasks, you can master the first available techniques.
How to choose a research topic?
Choosing a topic is not difficult if you know exactly what interests you at the moment, which problem worries you more than others. If you can’t immediately understand what you would like to know more about, try asking yourself the following questions:
1. What interests me most?"
2. What do I want to do first (mathematics or poetry, astronomy, history or something else).
3. What do I do most often in my free time?
4. What allows me to get better grades in school?
5. What would you like to learn more deeply from what you studied at school?
6. Is there anything that I am particularly proud of?
If these questions do not help, contact your teachers, ask your parents, talk about it with your classmates. Maybe someone will give you an interesting idea.
(The research topic must be written down)
What might the research topics be?
All possible topics can be roughly grouped into three groups:
Fantastic - about non-existent, fantastic objects and phenomena;
Experimental - involving conducting one’s own observations and experiments;
Theoretical - involving the study and synthesis of information, facts, materials contained in various theoretical sources (books, films, etc.).
Purpose of the study
Determining the purpose of a study means answering the question of why we are conducting it.
Write down the purpose of your research.
The research objectives clarify the purpose. The target indicates the general direction of movement; and tasks describe the main steps.
Write down your own research objectives.
Research hypothesis
A hypothesis is an assumption, a guess that has not yet been proven logically or confirmed by experience. The word “hypothesis” comes from the ancient Greek word - a basis for an assumption, a judgment about the natural connection of phenomena. “Usually hypotheses begin with the words “suppose,” “let’s say,” “possibly.”
To solve a problem you will need a hypothesis or several hypotheses - assumptions about how the problem can be solved.
Write down your hypothesis. If there are several hypotheses, then they must be numbered. The most important thing should be put in first place, the rest should be arranged in order of importance.
Organization and methodology of research
How to write a research plan? In order to make a plan, you need to answer the question: “How can you learn something new about what you are researching?” Therefore, you need to determine what tools or methods you can use, and then arrange them in order.
We offer a list of available research methods:
Get acquainted with films and television films on this issue;
Find information on global computer networks, for example on the Internet;
Ask other people;
Observe;
To conduct an experiment.
1. Think for yourself
This is the best place to start any research work. You can ask yourself questions:
What do I know about the research topic?
What judgments can I make about the research topic?
What conclusions can I draw from what I already know about the research topic?
If what you are researching is described in detail in books you know, you should definitely read them. After all, it is not at all necessary to open what has already been opened to you.
You can start with reference books and encyclopedias. They usually provide accurate and concise information. If this is not enough, you need to read books with detailed descriptions.
Write down everything you learned from books about what you are researching:
3. Get acquainted with films and television films on this issue
Scientific, popular science and feature films are a real treasure for a researcher. Don't forget about this source!
Indicate the films you have watched related to the topic of your research
4. Find information on global computer networks, for example, on the Internet
Not a single scientist works without a computer - a faithful assistant to the modern researcher. Try searching for the information you need on the Internet.
5. Ask other people
People with whom you should talk about the subject of research can be divided into two groups; specialists and non-specialists.
1. We will classify as specialists everyone who is professionally involved in what you are researching.
2. All other people will be non-specialists, but you also need to ask them, it is quite possible that one of them knows something very important about what you are studying
6. Observe
An interesting and accessible way to obtain new knowledge is observation. For observations, man has created many devices: magnifying glasses, binoculars, telescopes, telescopes, microscopes, periscopes, night vision devices. There are instruments and devices that enhance our ability to distinguish sounds and even electromagnetic waves. You need to keep this in mind when conducting research.
7. Conduct an experiment
The word "experiment" comes from the Latin cognition in most sciences. With its help, a wide variety of phenomena are studied under strictly controlled and controlled conditions. Before you conduct an experiment, you need to draw up a plan. After this, you should consult with a teacher or one of the adults who can give you useful advice on how to conduct the experiment.
Preparing to defend your research
All the information has been collected, all the necessary calculations and observations have been made, experiments have been carried out, now you need to briefly outline the most important things on paper and tell people about it.
To do this you will need:
1) give definitions to basic concepts;
2) classify the main objects, processes, phenomena and events;
3) identify and identify all the paradoxes you notice;
4) rank the main ideas;
5) offer metaphors and comparisons (comparisons, diagrams, etc.);
6) develop judgments and conclusions;
7) draw conclusions
8) indicate possible ways to further study the phenomenon that you studied;
9) prepare the text of the speech and prepare to answer questions based on the research results;
10) prepare texts, layouts, diagrams, drawings to illustrate the research results.
How to do it?
1. Define basic concepts
Concepts are brief and precise characteristics of objects. They record the most important, stable properties and characteristics of objects and phenomena. As you prepare to defend your research paper, be sure to think about how you can succinctly express the main concepts used in your research.
How to learn to define concepts. There are techniques that can help you identify the concepts used in your research.
A description is a simple listing of the external features of an object in order to determine its subtle differences from similar objects,
To describe an object means to answer the questions: what is it? How is this different from other objects? how is it similar to other objects? Characterizing an object or phenomenon involves listing only some of the internal, essential properties of the object, and not just its appearance, as is done with the help of a description.
Explanation by example is used when it is easier to give an example or examples to illustrate a given concept than to give its strict definition. For example, toys are dolls, cars, cubes, balls, etc.; minerals are coal, oil, gas, etc.
Comparison allows you to identify similarities and differences between objects.
Distinction allows you to establish the difference between a given object and similar objects. For example, an apple and a tomato are very similar, but the apple is a fruit and the tomato is a vegetable, the apple has one taste and the tomato has another, etc.
2. Classify the main objects, processes, phenomena and events.
Classification is the division of objects and phenomena based on common essential features. Classification divides the objects under consideration into groups in order to organize them and gives rigor and precision to our thinking.
3. Identify and identify all the paradoxes you notice.
A paradox is a statement that sharply diverges from generally accepted opinions or observations. The word "paradox" comes from the Greek "paradoxos" (unexpected, strange, incredible)
4. Rank the main ideas
The word "ranking" comes from the word "rank". Translated from German, it means title, rank, rank. To rank ideas means to arrange them in order of importance; that is, to determine which idea is the most important; which one ranks second in importance, which one ranks third, etc.
The ability to separate main ideas from secondary ones is the most important feature of the mind.
5. Offer comparisons and metaphors
The material obtained in the study will be better perceived by others if examples are given, comparisons are made.
6. Make judgments and draw conclusions
A judgment is a statement about objects or phenomena, which is an affirmation or denial of something. To think means to form judgments. Based on the research, you need to make your own judgments about what was studied.
7. Draw conclusions
The study loses its meaning if the researcher does not draw conclusions and sum up the results.
8. Indicate possible ways to further study the phenomenon you studied
For a true creator, the completion of one work is not just the end of research, it is the beginning of the next work. Therefore, it is necessary to note what and how can and should be further explored in this direction.
9. Prepare the text of the report
In order to better and more fully convey your ideas to those who will consider the results of your research work, you need to prepare the text of the report. It should be brief and is best compiled according to this scheme:
1) why this topic was chosen;
2) what was the purpose of the study;
3) what tasks were set;
4) what hypotheses were tested;
5) what research methods and tools were used;
6) what was the research plan;
7) what results were obtained;
8) what conclusions were drawn based on the results of the study;
9) what can be explored further in this direction.