Abstract
The aim of the study was to experimentally test the effectiveness of didactic conditions for the development of students’ research competence in the study of the humanities. Several complementary methods were used in the experimental study: a comprehensive test to assess the levels of research competence (S.A. Mishyn); Zamfir’s Motivation of Professional Activity modified by A.N. Rean; adapted Starkey’s Critical Thinking test; Simonov’s Education Level technique, author’s questionnaire with open-ended questions to determine the importance of research competence for students in the course of their professional education. The results of the pedagogical experiment revealed the effectiveness of the introduction of innovative forms of theoretical training (lectures and seminars) for the development of research competence in future specialists in the humanities classes. The research found the main directions of innovative experience of improving lectures, seminars as a form of education for the development of students’ research competence. The research showed that it is possible to develop research competence in the process of teaching humanities depending on the types of training (theoretical, practical). It is important to organize the students’ cognitive activity in the course of theoretical training, while it is necessary to apply the problem method of teaching in the practical classes. We consider the study of the problem of continuity in the development of the research culture of the individual under the conditions of continuing education as a prospect for further research.
Highlights
Due to a significant change in views on modern education, training is carried out on a new conceptual basis, namely in the competence approach, in which priority is not the acquisition of ready knowledge and reproductive activities of students, and independent search for new knowledge and their application in solving various personal and professional tasks.Research competence is an important component of the specialist’s professionalism, as well as a condition of its development and implementation, the readiness of the future specialist for professional activity
The experimental design was traditional: the studies in the experimental group were built with the involvement of certain didactic conditions, namely: introduced innovative forms of theoretical training, while studies in the control group were carried out according to traditional methods
The analysis of the survey among students found that 93% of respondents can define the term “students’ research competence”
Summary
Due to a significant change in views on modern education, training is carried out on a new conceptual basis, namely in the competence approach, in which priority is not the acquisition of ready knowledge and reproductive activities of students, and independent search for new knowledge and their application in solving various personal and professional tasks. Research competence is an important component of the specialist’s professionalism, as well as a condition of its development and implementation, the readiness of the future specialist for professional activity. It is no coincidence that one of the objectives of higher education is to prepare future specialists for research activities. Research competence is the basis for the development of intellectual, communicative, design skills, develops critical thinking, creative abilities of students. Research knowledge and skills is one of the main characteristics of the level of future specialist’s professional maturity
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