Abstract
The purpose of the article is to determine the peculiarities of using teaching elements of research-based training at the Institute of Human Sciences at Borys Grinchenko Kyiv University. Based on focus group methodology, the authors identify the key methodological characteristics of research-based training, which have comprised the basis of educational program analysis for determining the application of tasks that contribute to the development of students’ research skills. The study used a focus group method. Its purpose was to obtain the necessary information from the participants to describe the methodological basis and justification of methods, forms, indicators, etc. of research-based training systems among people who are competent and have experience in this field. After that, the method of “theoretical sampling” was used, which enabled formulation of generalized characteristics according to the results of focus groups. The practical value of the study is the determination of the methodological characteristics of research-based training, which is the basis for the application of tasks by university teachers that promote the development of research competence in students. The research is one of the first attempts to determine the methodological characteristics of research-based training in Ukraine
Highlights
IntroductionThe modern educational environment in Ukraine is in the process of transition to a new system of quality assurance of education, with an understanding of the transformational processes taking place in the political, economic, educational, scientific and technical fields.Reforms in the higher education system (according to the Law on Higher Education of 2014) and in the scientific and technical sector (according to the Law on Scientific and Scientific and TechnicalActivities of 2015) provide sample opportunities for the training of highly skilled specialists and clearly regulate the educational and scientific policies of modern universities and research institutions.The changes to these laws include training of specialists in terms of higher education and life-long education, primarily through research techniques, using research-based learning.There are a lot of practical examples of using of a research-based training system, research on its methodological background and its positive experimental results, but in Ukraine it is considered to be a component of university students’ research/scientific work
There are a lot of practical examples of using of a research-based training system, research on its methodological background and its positive experimental results, but in Ukraine it is considered to be a component of university students’ research/scientific work
Research-based training is a complex of pedagogical goals which are united by the main tasks of developing research competence of students
Summary
The modern educational environment in Ukraine is in the process of transition to a new system of quality assurance of education, with an understanding of the transformational processes taking place in the political, economic, educational, scientific and technical fields.Reforms in the higher education system (according to the Law on Higher Education of 2014) and in the scientific and technical sector (according to the Law on Scientific and Scientific and TechnicalActivities of 2015) provide sample opportunities for the training of highly skilled specialists and clearly regulate the educational and scientific policies of modern universities and research institutions.The changes to these laws include training of specialists in terms of higher education and life-long education, primarily through research techniques, using research-based learning.There are a lot of practical examples of using of a research-based training system, research on its methodological background and its positive experimental results, but in Ukraine it is considered to be a component of university students’ research/scientific work. Activities of 2015) provide sample opportunities for the training of highly skilled specialists and clearly regulate the educational and scientific policies of modern universities and research institutions. The changes to these laws include training of specialists in terms of higher education and life-long education, primarily through research techniques, using research-based learning. There are a lot of practical examples of using of a research-based training system, research on its methodological background and its positive experimental results, but in Ukraine it is considered to be a component of university students’ research/scientific work. Some aspects of research-based training as a component of research work can be found in the study of: (i) higher education teachers’.
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