Abstract
The study aims to develop theoretical foundations, methods of forming research skills of pupils in biological education, and experimental substantiation of its effectiveness. The following methods were used: analysis of psychological and pedagogical, biological, scientific, and methodological literature, the definition of the theory, the innovative methods of biological education, practical work, pedagogical practice, control, questionnaires, interviews, statistical analysis, identification, and implementation of training experiments. It is proposed to develop methods and determine the content of the formation of research competence through project activities, conduct and introduce them into the educational process. It is necessary to analyze the psychological, pedagogical, biological, scientific, and methodological literature to determine the theory, innovative methods of biological education, the organization of practical work, pedagogical practice, using a statistical method, which will lead to the creation of a methodology for the formation of research skills of pupils.
 
 Keywords: project-based learning, research, methodology, reflection, group work.
Highlights
The task is to prepare a curious, competitive person armed with modern and deep knowledge, creative abilities, research skills, able to apply his/her knowledge in practice
In higher grades 1011, they were used to conducting large-scale research, gaining experience from research work, improving their theoretical knowledge
We found that 63.8% and 66.5% of pupils in experimental group (EG) and control group (CG) displayed the medium level of knowledge acquisition, respectively, whereas the corresponding proportions exhibiting the low level were 46.2% and 43.5%
Summary
The task is to prepare a curious, competitive person armed with modern and deep knowledge, creative abilities, research skills, able to apply his/her knowledge in practice. One of the main requirements in the education system is the task of integrating education and science. The goals of project training are to gain knowledge in the program's scope, master the acquired knowledge for comprehensive self-development, master communication skills in working with various groups in solving cognitive and practical problems, and develop system thinking. The relationship between the practical implementation of students ' theoretical knowledge reflects the main feature of the project method in the education system. Students learn to think critically, express their opinions, make scientific conclusions, and make reasoned decisions based on the laws of science. The project method is implemented in a complex system with other training methods
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