Development Of Research Competence Research Articles

Social-Scientific Research Competency

Abstract. Although the development of research competency is an important goal of higher education in social sciences, instruments to measure this outcome often depend on the students’ self-ratings. To provide empirical evidence for the utility of a newly developed instrument for the objective measurement of social-scientific research competency, two validation studies across two independent samples were conducted. Study 1 ( n = 675) provided evidence for unidimensionality, expected differences in test scores between differently advanced groups of students as well as incremental validities over and above self-perceived research self-efficacy. In Study 2 ( n = 82) it was demonstrated that the competency measured indeed is social-scientific and relations to facets of fluid and crystallized intelligence were analyzed. Overall, the results indicate that the test scores reflected a trainable, social-scientific, knowledge-related construct relevant to research performance. These are promising results for the application of the instrument in the evaluation of research education courses in higher education.

Methods of teaching educational data mining for pedagogical students

The aimof the article is to discuss and argue teaching educational data mining for pedagogical stu-dents and to describe the methodical system of educational data mining teaching for students with a middle level of mathematical and IT disciplines, that contributes to the development of student’s research competence. The relevance of the study is determined by the requirements for the ability of higher education graduates to analyze information and perform research using modern methods and technologies that are mentioned in the educational standards and the government order. They are associated with an increasing amount of accumulated data in various fields and the cost of the knowledge extracted from data.Materials and methods.The article describes the author’s methodical system of educational data mining teaching, which was developed rely on: analysis of requirements and expectations to the re-search competence level, data analysis skills and modern education in general; comparison and analysis of the content of educational programs, books and courses on data mining and related dis-ciplines, generalization of pedagogical experience. The main aspects underlying the methodology: a form of flipped learning, a concentric (iterative) content structure, research teaching methods, a set of practical tasks for developing research competencies and Weka software for data mining as the main technical training tool for practical tasks implementation. The effectiveness of the developed methodological system was tested by the educational process monitoring, students questioning and statistical processing of questionnaires data.Results.The study shows the relevance of educational data mining teaching for students of peda-gogical universities, studying in mathematical and informational specialization. The use of the de-scribed methodic system for senior pedagogical students allows increasing the level of research competence of students and significantly developing the competence of data analysis.Conclusion.The described methodical system can used be partially or completely by teachers and methodologists for teaching data analysis at the modern level and development of research compe-tence of students with an average level of knowledge in mathematical and IT disciplines.

The overview of software for computer simulations in profile physics learning

The paper deals with the possibilities of using specialized (virtual labs and simulators, software for natural process simulation) and general (programming languages and libraries, spreadsheets, CAS) software in school researches.Such software as virtual labs, software for natural process simulation, programming languages and libraries in school researches can be used to simulate phenomena that cannot be learned in a school lab (for example, for modeling a radioactive decay or for demonstrating the states of relativistic mechanics). Also, virtual labs in school practice are usually used in those cases where students cannot perform an experiment in real labs. For example, it is convenient for distance learning.The using of programming languages and libraries in physics learning research requires both students’ physics research competencies and programming competencies. That is why using this software in physics classes can hardly be recommended. However, programming languages and libraries can become a powerful tool for the formation and development of research competencies of physics students in extracurricular learning activities.The implementation of the spreadheets and the CAS in school physics researches is the easiest and has its benefits.

A Comprehensive Diagnosis of Components of Pedagogical Students’ Research Competency

Introduction. Nowadays, the aspects of development of research competencies in future experts belong to the most relevant topics, which are widely being discussed both in Russian and in foreign scientific community. One of burning issues in this thematic block is diagnosis of such competencies without which their successful development is impossible. Today, we are witnessing the disparity between a large number of the methods presented in scientific sources and technologies of the formation of students’ research competency and limitation of its criteria and indicators. Moreover, there is lack of adequate methodological tools to estimate objectively the level and quality of scientific literacy and degree of students’ research activity.The aim of the research was to define the content of a comprehensive diagnosis of the components of pedagogical students’ research competency and to justify the criteria, indicators and methods of its evaluation.Methodology and research methods. The methods of analysis, synthesis, generalisation and modelling were employed. The systematic approach was applied, taking into account the provisions of plurality, integrity and structurisation.Results and scientific novelty. The authors presented and described the model of formation of pedagogical students’ practice-focused research competency. The knowledge-based, value-oriented and practical components of the model are correlated to the methods of psycho-pedagogical monitoring, which are relevant to the content of these components. The complex of particular techniques for comprehensive, precise and complete assessment of future teachers’ research competency is designed. The complexity of measurement tools is provided with homogeneity between a theoretical construct (research competency) and operationalised constructs (psychological phenomena estimated in diagnostic techniques). Cumulative application of the selected diagnostic procedures and techniques allows: objective and subjective indicators of formation of research abilities and skills to be compared; motivation and readiness of students for implementation of independent research activity to be defined, taking into account social and professional contexts of its realisation.Practical significance. The authors of the present publication propose to introduce into practice of the higher school the approaches to contents, structure and organisation of the psychological diagnostics of level of students’ research competency, which will give the chance not only to carry out the internal regular and continuous monitoring of formation of one of key characteristics of the identity of the modern expert in educational institutions, but also to optimise the process of multilevel high school preparation, having adjusted work on early identification of its problems and crisis stages to take timely effective correctional measures.

El desarrollo de competencias investigativas, una alternativa para formar profesionales en pedagogía infantil como personal docente investigador

La formación de profesionales a cargo de educar a la infancia cada vez cobra mayor relevancia, dado el impacto que esto tiene en la calidad de la educación y, así mismo, en la mejora de las condiciones sociales de un país. En este sentido, el presente artículo presenta los resultados respecto al desarrollo de competencias investigativas en la formación de profesionales en pedagogía infantil, como punto de partida para promover una cualificación en dicho programa universitario. A continuación, se desarrolla la perspectiva teórica sobre la formación en investigación del personal pedagogo infantil. Luego, la metodología de tipo mixto, llevada a cabo mediante la encuesta, el grupo focal y entrevistas, aplicadas a estudiantes, estudiantado graduado, docentes y directivas, respectivamente. Una vez triangulada la información, se presentan los resultados, donde se expresa una valoración favorable sobre los procesos desarrollados por el programa para posibilitar el desarrollo de competencias investigativas, como la capacidad de análisis y reflexión de la práctica para aportar a la educación infantil, excepto, las habilidades lectoras, sobre lo cual manifiesta una valoración menos positiva, por lo que se constituyen en un reto de mejora por parte del programa universitario.

RESEARCH-BASED TRAINING FOR PREPARATION OF PROFESSIONALS OF THE SOCIAL SPHERE IN GERMANY

The article deals with the educational systems of research-based training for preparation of specialists of social sphere in Germany. On the basis of the research of foreign scientists and previous researches of the author it was set that the system of research-based training is defined as a complex of pedagogical purposes, which are combined with the main tasks in the development of research competence of students (development of skills for setting the research task and finding ways to solve it). The system of research-based training for preparation of specialists of social sphere in two leading universities of Germany (University of Cologne (Cologne, Germany) and Humboldt University (Berlin, Germany)) has been analysed. It is established that not every Master’s program involves studying with the use of research techniques. However, it was found that the research-based training system of study in its proper application encompasses not just the student’s research activity partly detached from the educational process, but is reflected in each student’s discipline. Each discipline reveals one of the aspects / tasks / areas of student research and in parallel serves as a practical basis for the development of professionally meaningful competences. Prospects for further research we see the study of the individual research and educational trajectory of the student through the entire period of training in the research-based training system for specialists of the social sphere and the development of methodological recommendations for the use of such a trajectory and system in the Ukrainian system of higher education.

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Theoretical bases for academics’ research competence development under the conditions of higher education and science integration

The academics’ research activity is predetermined in the Law of Ukraine «On Higher Education». Research activity possesses purpose, object, subject, motives, activity of the subject, means, result of activity described in the article. It was emphasized that results of research activities include academic’s scientific discoveries, masters’ and dissertation papers defended under his supervision, and the effectiveness in organization of educational and initiative research activities for students.
 Research competence is the personal quality that provides academic with knowledge and comprehension in research activities, ways of presenting scientific results and their use in the educational process. The basis for research competence is the cognitive, activity, value, communicative components
 While developing academic’s research competence there are following stages: initial, formation, productive functioning. After each stage there may be stagnation period (fading research activity). The main principles for academics’ research activity competence development, namely functional unity, continuity, variability, voluntariness, openness, transnationality are defined and revealed.
 The indicators for academics’ research competence components development are offered: completeness of knowledge, forming the core of cognitive component; the level of formation of abilities necessary for conducting scientific research, processing, proving reliability, designing and presentation of its results, establishing communication links; the attitude to research activity as a motivator for the performance of professional duties and important factor for ensuring the quality of higher education; the ability to apply the results of scientific research in the educational process and organization and management of research activities of applicants for higher education. The highest level of academic’s research competence development is the foundation of scientific school.

INTEGRAL INDICATOR OF LEVEL DIFFERENTIATION OF RESEARCH COMPETENCE FORMATION LEVEL OF FUTURE ECOLOGISTS

Environmental pollution has actualized the search for effective technologies for environmental protection, which requires ecologists with an updated professional component to be implemented, accelerated the dynamics of the educational process, and led to a constant search for methods and means of forming distinct competencies – the components of the training of future environmentalists. According to the Bologna Declaration, the formation of research competence as an important component of professional competence is the deciding feature of the educational process for the preparation of future ecologists. An important task is to develop an appropriate diagnostic toolkit to determine the level of development of research competence through a specific indicator. The article establishes the essence of the definition of "integral indicator", presents pilot studies to determine the list of components of the integral indicator of research competence of future environmentalists. The diagnostics of the level of formation of the research competence of students-ecologists for the given integral indicator in separate educational institutions of the ecological direction has been carried out. The directions of further work on specification of the list and experimental verification of the components and integral indicators, presented in this article for estimation of the level of formation of research competence in the process of professional training of environmental specialists are determined.

Особенности применения динамической модели для подготовки магистров по направлению подготовки «Электроэнергетика и электротехника»

Changes in modern higher education in Russia are related to the arrangements and substantive aspects. It is relevant to modernize the educational process since the traditional learning technologies cannot allow the universities to train the highly qualified specialists. The focus is on developing students’ research skills within Master’s Degree program and postgraduate education. The research deals with the dynamic simulation of training provided to Master’s Degree students. The development of the research competence is the key factor in this model. The dynamic model is based on such methodological approaches as system- and competency-based, person-centered and synergistic ones. The target component is designed in accordance with the principles of advanced vocational education. The substantive component is grounded on the double-entry principle of the basic component represented by the research competence development in the Master’s Degree program. This component consists of the apical and implicit elements. The author identifies the technological component of the Master’s degree education model in order to implement the syllabus. The innovative educational technologies are preferable in this regard. Besides, there is a diagnostic component which consists of invariant (Final State Certification) and variable (the assessment of all educational components fixed in the record book of a Master’s Degree student within the score system) elements.

Introduction to the Special Issue on Development of Research Competencies in Mathematics Education

Introduction to the Special Issue on Development of Research Competencies in Mathematics Education

Supervisors’ perceptions of research competencies in the final-year project

Background: This paper analyses the development of research competencies in higher education students, particularly with regard to the undergraduate Final-Year Project (FYP). The FYP is understood as an assignment that requires the integration of learning outcomes and demonstration of competencies for the successful completion of the degree.Purpose: Given the key role played by academic supervisors in the FYP, the main objective of this study was to ascertain their perceptions of the way students apply research competencies to their FYP.Sample: Interviews were carried out with a sample comprising 12 academic supervisors at the University of Barcelona (Spain), with at least two years of experience supervising FYPs in the Education Degree programme.Design and method: A qualitative, exploratory and interpretative methodology was employed, using semi-structured interviews, which were guided by a validated script. Once data were transcribed, themes were explored through hermeneutical content analysis.Results: The analysis allowed exploration of themes related to the supervisors’ perceptions of: the academic supervisor roles (personal and academic guidance; topic choice; definition, contextualisation and setting research; knowledge integration facilitation), student profiles (autonomy, awareness of competencies), the concept and process of the FYP and a number of specific research competencies (bibliographic research, information recovery and analysis techniques, methodological process organisation and ethical treatment of information). The analysis suggested that supervisors understand the research competencies within a broad frame of their teaching, and even within their personal roles, which range from motivating, raising awareness of what has been learnt during the degree course, explaining specific concepts or processes, right through to the academic supervisors’ own learning process.Conclusions: The study offers insights into the academic supervisors’ perceptions of the FYP and its relationship with the research competencies. It was evident, for example, that the supervisors’ views of the methodological aspect reached far beyond the application of a technique, as they attached importance to the coherence between different elements of the project. It is hoped that the research can help inform practical guidance, with the aim of supporting the development of the competencies.

Розвиток дослідницької компетеності магістрантів спеціальності "Соціальна робота" у процесі роботи з електронним навчальним курсом "Професійне спілкування іноземною мовою"

The article presents the peculiarities of the development of research competence of masters in the specialty "Social Work" in the process of working with the electronic training course "Foreign language professional communication". The content and structure of the discipline, the main forms of work, and criteria for assessing student knowledge and program results are presented. The role and place of the system of electronic learning, in particular, EEC "Foreign language professional communication (5th course, SP, full-time department)" were determined in the formation of the scientific competence of future masters. According to the educational-professional program of training specialists in specialty 231 Social work it has been determined that the academic discipline "Foreign language professional communication" provides the formation of such general professional competencies that one way or another ensure the formation of research competence: the ability to search, process and analyze information from different sources; the ability to improve and develop professional, intellectual and cultural levels; ability to teaching, formation of future students of professional knowledge, skills and abilities, education of active life position. Among the programmatic results of studying the discipline the following are defined: the ability to use foreign sources in fulfilling the tasks of research and applied activities, to speak a foreign language, on professional topics, both verbally and in writing. On the basis of the analysis of the e-learning course concrete forms and methods of developing the research competence of future specialists in specialty 231 Social Work are presented. Among the tasks that contribute to the development of research competence are as follows: send a written answer in an essay format (up to 10 sentences) - the topic is related to the motivation block for continuing education; to develop and present their own idea for the development of scientific knowledge in the future on the basis of Forsyte technology; Using the reference vocabulary and expressions suggested below describe the methods you applied in your own research; pick up the bibliography for your own research and arrange it according to APA style requirements; prepare an abstract to the article according to the sample and requirements for the structure of the abstract.

Совершенствование исследовательских компетенций школьного педагога в контексте модернизации отечественного образования

The questions of improvement of research competences of a school teacher are considered. The competences of a teacher-researcher are interpreted as developing professional and personal properties with a complex structure, the elements of which are focused on the implementation of the functions of the research activities of a school teacher; they are integral and integrative; they contribute to self-development of a teacher in the chosen field of activity and the realization of his / her potential; form conditions to search for new information required in the resolution of difficult situations at a specific school according to the goals and objectives of the contemporary general education. The relevance of this article is associated with the increasing requirements imposed by society to the research activities of a modern school teacher. Areas of application of professional efforts are defined, where the research potential of a teacher is manifested most actively: the area of analysis, synthesis and mastering innovative pedagogical experience; field of popularization and initial practical use of innovative pedagogical experience and advanced developments; area of improvement of professional skills and disclosure of the creative potential of a teacher; area of innovative processes in the education system. Four levels of development of the research competences available to the school teacher are established: basic, empirical (locally-initiative), productive (tactical) and constructive (strategic) for which different degree of development of research competences is characteristic. The technology of improving the research competences of a school teacher is proposed, which includes four stages: motivational-target, theoretical, design, practical, control and remedial.

Research-Based Training: Methodological Characteristics and Results of the Analysis of Educational Programs

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

THE RESEARCH COMPETENCE OF PRACTICAL PHYSICIAN AS A FACTOR OF IMPROVEMENT OF PROFESSIONAL SELF-REALIZATION

The article presents the analysis of impact of research competence on the process of professional self-realization of practical physicians. The personal self-perception of physician from positioning of oneself as active subject of cognition, opened to new experience and ready for getting out of available scope of knowledge is considered as an indicator of availability and developness of research competence at the stage of post-graduate stage of profession genesis. The article presents a complex of qualities of subject needed to successful self-realization in profession in conditions of modern medicine. The questionnaire survey was applied to assess through physicians the process of receiving and application of experience of research activities in university and also of the course of professional self-realization. The questionnaire emphasized such research skills as scientific informational, methodological, theoretical, empirical, written speech and communicative speech ones. The testing was applied to compare self-rating of physicians in the area of research skills and real research knowledge and skills. The results testify an inadequate attention to development of research competence at pre- and post-graduation work stages of professional genesis. The cohort of young specialists is considered as a most perspective one for working in this direction in state structures.

Methodology of Research Activity Development in Preparing Future Teachers with the Use of Information Resources

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.

Engaging Pharmacy Students in Research Through Near-Peer Training

Objective. To describe the implementation of a near-peer training model within a student research program. Methods. A near-peer training model was implemented in a pharmacy student research program to promote development of effective teaching skills and research competencies. Under the supervision of a research mentor, senior learners precepted junior learners in various aspects of translational research. A three-step teaching process was employed throughout the experience in which junior learners performed an assigned task, senior learners provided guidance and mentorship, and research mentors provided feedback for improvement. Results. A total of 43 pharmacy trainees have participated in the student research program; each year of involvement now averages 15 to 18 students. The program has been responsible for almost 100 poster presentations at national meetings and more than 20 manuscripts in peer-reviewed journals. Funding through intramural grants and scholarships to compensate for conference expenses and other functions has also been awarded. Conclusion. Near-peer teaching supports a tiered-research model under the supervision of a research mentor. For health care systems and colleges of pharmacy with established research programs or those seeking to implement new programs, near-peer teaching appears to be a promising strategy to promote the development of research competencies in pharmacist trainees.

Передумови виникнення й розвитку ідеї формування науково-дослідницької компетентності майбутніх фахівців-екологів

The article considers the prerequisites for the emergence and development of the idea of forming the scientific and research competence of future environmental specialists. The theoretical analysis of the problem allowed formulating the definition of "development of research competence of the future environmental specialists." Based on the results of research, an analysis of the development of international environmental education has been made. Based on the Branch standard of higher education of Ukraine, adopted in 2011, the basic knowledge of the fundamental sections, the ability to use them, the abbreviation of general scientific competences, which forms the basis for the formation of scientific research competence of future environmentalists, is provided.The stages of formation and development of the organization of scientific research work in higher educational institutions of Ukraine are determined. The analysis of the industry standards of higher education in Ukraine in the directions of preparation, such as "Ecology" and "Ecology, environmental protection and balanced nature management" is being carried out in relation to the development of the idea of forming the scientific and research competence of future environmental specialists. As a result of the analysis of scientific works devoted to the competence approach, the importance of the general scientific competencies of the future environmental specialists is determined: fundamental knowledge in the amount necessary for the development and use of professional disciplines in the chosen profession; understanding the significance of science in science, research and development as well as personal development; the ability to use knowledge in the natural sciences to solve scientific research problems; readiness and ability to evaluate their professional actions, to increase their professional level, to think creatively. &nbsp

Key-topics in Austrian Child and Adolescent Psychiatry 2007-2017

The medical speciality "Child and Adolescent Psychiatry" exists since 2007. 2015 a new training regulation defined an increment to "Child and Adolescent Psychiatry and Psychotherapeutic Medicine". To document the achievements in research within the last 10years for the first time, all papers listed in Pubmed and all books published by the member of the ÖGKJP were summarized. Additionally, the clinical/scientific key aspects of all large teaching centres were documented.All members of the ÖGKJP are scientifically active in various areas of child psychiatry. Most of the 284 publications (n= 115; 41%) were published on 5topics: eating disorders, forensic psychiatry, neuropediatrics, psychoses and prodromal states, suicidality. Thirteen of the papers have already been awared prices because of their high quality. All departments define clinical/scientific key areas - beside a time-consuming clinical work load - and offer specialized care. Further development of research competence should take place and should also have high priority in health politics.