Abstract
The modern paradigm of education development has new demands on the professional and personal traits of a teacher, in particular, the ability to organize research activity of schoolchildren and to support their interest in science. The research competence of future teachers is a key characteristic that provides these skills. Properly organized research activity of future science teachers contributes not only to their research competence development, but also to their self-confidence as a professional, and thus, supports their motivation for further improvement in the field of teaching. This article presents a developed model of a methodological system for organizing the research activity development in training the future biologists at the pedagogical university. Based on the model, we have developed a comprehensive program for student’s research competence development, which was tested at two courses of a pedagogical university. Comparison of the nine experimental groups (220 students) and nine control groups (218 students) showed that our program designed to develop student’s research competence is effective. The paper also discusses the conditions, under which the program is effective, in particular, the importance of continuing education of teacher educators, as well as the necessity of interaction between educational and scientific institutions.
Highlights
In connection with the growing role of integration processes occurring in the world, demand for quality education has increased significantly (Tondeur et al, 2017)
We have developed a comprehensive program for student’s research competence development, which was tested at two courses of a pedagogical university
Between the increasing demand for future biology teachers, who have mastered the research activity, and the current state of learning the research approaches in higher educational establishments;
Summary
In connection with the growing role of integration processes occurring in the world, demand for quality education has increased significantly (Tondeur et al, 2017). In the context of globalization, changes in educational systems require the search for new approaches to educational process organization in teacher training institutions, as the goals and content of vocational training significantly change (Whitty, 2014) Both curricula and teaching methods must be revised (Thornton, 2001) in order to provide the quality and relevance of education. The second stage (includes training, research and reflexive stages) involves further deepening, expansion and use of research methods of cognition in studying the content of “Invertebrate Zoology”, “Vertebrate Zoology” and elective courses Such a sequence was chosen because this is how the process of human cognition is built: problembased and discovery learning approaches, requiring less explanations and applied in science education, are effective only if students already have some basic knowledge to understand incoming information and to instruct themselves (Kirschner, Sweller, & Clark, 2006). The chi-squared test allows not viewing the analyzed statistical distribution as a function and does not imply preliminary calculation of distribution parameters, which is why its application to serial indicators, which the distinguished levels of formation of research skills are, enables assessing the results of the experimental study with sufficient accuracy
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