Abstract
The study is aimed at determining the factors of motivation for research activities among schoolchildren of the Republic of Buryatia and the TransbaikalTerritory. The employed sociological approach in the study made it possible to analyze the cognitive and social needs of schoolchildren in research activity, to assess the influence and role of social factors (conditions of social life of students) in the formation and content of motives for research activities of schoolchildren, and also to distinguish schoolchildren’s expectations and opportunities needed to implement research activities. When organizing research work with students, developing a scientific infrastructure in education, the issues of student motivation acquire particular relevance. Taking into account the high level of the influence of a scientist’s image on the choice of student science-oriented specialization, strengthening the positive image of a scientist in society becomes an urgent task. Since teachers are the key figures in attracting schoolchildren to research, it is necessary to give priority attention to the methodical and methodological training of teachers in the field of research activities, along with providing scientific infrastructure for schoolchildren. The experience of implementation of scientific and educational projects “Scientific Accelerator” in Buryatia and the Science Festival “NAUKA 0+” in the TransbaikalTerritory showed that the competencies and methodological approaches in the field of research activities that students master within the framework of projects cannot always be developed inthe further educational process. At the same time, an important factor in motivating students is meeting with scientists who act as carriers of advanced academic knowledge and also form a positive image of the profession among students. The results of the study can be applied in the development of standards and rules for the implementation of educational activities.
Highlights
The scientific potential of young people in the modern world is one of the key factors for the competitive development of the state, determined by the growth of science-intensive technologies, increased digitalization, and demanding requirements for the competence training of specialists [1]
It is natural that among those who are engaged in research and activities, the absolute majority are happy and satisfied with this type of activity. 14/9% of respondents (Buryatia/Transbaikalia) are not ready to engage in research activities
The adoption of the new Federal Law re-actualizes questions regarding the form of organization, subjects and content of educational activities, which is directly related to the involvement of schoolchildren in research activities [15]
Summary
The scientific potential of young people in the modern world is one of the key factors for the competitive development of the state, determined by the growth of science-intensive technologies, increased digitalization, and demanding requirements for the competence training of specialists [1]. This led to the increased attention of governments of different countries to the problem of developing scientific and innovative potential of young people, on the other hand, to the introduction of inquiry-based learning [3] It focused the interest of researchers on the study of cognitive abilities of children and adolescents, integration of science and education, measures and mechanisms for involving schoolchildren in research activities and innovative creativity [4,5,6,7,8]. Along with the task of forming an integrated system of training and professional growth of scientific and scientific-pedagogical personnel indicated in the Decree of the President of the Russian Federation “On national goals and strategic tasks of development of the Russian Federation for the period up to 2024”[11], there is quantitative stability with a slow decrease in the number of young researchers, especially in the regions of the Far East [12]
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