Development Of Research Competence Research Articles

IMPROVING STUDENTS’RESEARCH COMPETENCE IN TEACHING THE KAZAKH LANGUAGE

The article discusses the enhancement of students’ research competence within the context of teaching the Kazakh language. Developing learners’ research skills is becoming a significant factor in higher education system. This research seeks to undertake a detailed examination of students’ attitudes toward the Kazakh language, identify existing obstacles, and design effective strategies to assist the development of research competency within the context of Kazakh language and culture studies. This study examines both foreign and local studies to provide a methodology for teaching languages and culture. It also attempts to promote a successful integration of research approaches into the learning process for Kazakh language acquisition. This study paper applies a qualitative method, using semi-structured interviews, to collect thorough data on students’ opinions and experiences with developing research abilities while learning the Kazakh language. The methodology intends to explore the many features of competence, language acquisition issues, and the significance of research activities in improving students’ language proficiency.

THE ESSENCE AND SIGNIFICANCE OF RESEARCH COMPETENCE IN THE PERSONAL AND EDUCATIONAL DEVELOPMENT OF STUDENTS

The article defines the essence of students’ research competence, characterizes its role in the formation of a teenager’s personality, which includes promoting the development of critical thinking, fostering the skills of independent learning and self-organization, and stimulating students’ creative activity by encouraging idea generation. It also ensures the development of social skills, such as cooperation, communication, and more. The main components of research competence are identified, namely: knowledge, abilities, and skills that ensure successful research and develop the capacity for independent, creative, and critical work with information. The importance of research competence is described, which lies in the development of creative and intellectual potential, subject-specific and general skills, as well as in stimulating students’ interest and motivation for learning activities. An analysis of the scientific contributions of scholars who, based on pedagogical theory and practice, demonstrate the importance of developing research competence in teenagers during the learning process is provided. We have demonstrated the importance of a favorable learning environment for the formation of students’ research competence, which includes interactive lessons, projects, experiments, pedagogical support, free access to educational resources, and more. The factors of successful research activity are also analyzed, and its influence on motivating teenagers to learn and develop is characterized, as it provides an opportunity to apply acquired knowledge in practice, making learning more meaningful and purposeful. The statement that the development of research competence is essential for the formation of a competent, creative, and independent citizen capable of adapting to the challenges of the modern world is substantiated.

Competencia investigadora en educación secundaria postobligatoria (bachillerato)

Research competence is a crucial cross-cutting skill in the baccalaureate stage (post-compulsory secondary education), which is specifically developed and assessed in subjects such as “Research Project,” taught in Catalonia and other Spanish autonomous communities. The aim of this study was to investigate the perception of both baccalaureate students and teaching staff regarding the development of cross-cutting and specific research competencies through Research Project. To achieve this a research approach was carried out, which included the application of an ad-hoc questionnaire and in-depth interviews. The research sample comprised 1496 baccalaureate students from Catalonia and 15 teaching staff members who were tutors for Research Project. Among the most relevant findings, the alignment in the perception of both groups stands out. Both students and teachers primarily identify the development of competencies related to information search, critical thinking, and self-learning. However, students show a greater disagreement regarding the development of skills such as creativity, leadership, and decision-making. These results suggest that Research Project represents a valuable opportunity to foster the development of research competence. However, it is emphasized the importance of promoting this competence in a cross-cutting manner, both in the work carried out in the various curricular areas of baccalaureate and in prior education throughout secondary education.

Research and Creative Activity in the Design Field: Intersections of Science, Art, and Engineering

Abstract This case study assesses the development of research competence among graduate design students through a Ukrainian–Chinese English-language remote learning program. The quasi-experimental study included one group of 19 students who enrolled in the course, titled “Research Methodology and Modern Technology of Design Activity.” The extent to which the course improved their confidence in using the English language and their self-assessed readiness to engage in professional activities at the intersection of science, design, and engineering were used as the outcome measures. After 3 weeks of the program, all students reported improved readiness to participate in the scientific community through the English language, demonstrating their ability to perform research and creative activity in the field of design.

Development of research competence in university students through cloud-oriented technologies: a pedagogical experiment

Development of research competence in university students through cloud-oriented technologies: a pedagogical experiment

Research Competence of Pre-Service Teachers: A Systematic Literature Review

<p>The importance of research competence in pre-service teacher education has been highlighted in many studies, but concerns over the lack and inconsistency of definition, measurement, and development of research competence still exist. This poses a challenge for pre-service education programmes to provide quality education to pre-service teachers in this area. Through a systematic literature review it was found that there is a gap in the existing literature regarding the definition of research competence in pre-service teacher education, as there seems to be no consensus on the definition. There is, however, an agreement that the development of research competence is an important part of study programmes, as it contributes to higher quality education of pre-service teachers. Addressing this, the review proposes a concise definition of research competence as a multifaceted construct that includes critical thinking, self-directed learning, and organizational skills essential for effective research. The review also highlighted a lack of consensus on the most appropriate frameworks and tools to use in measuring research competence in pre-service teachers, with studies using various frameworks and tools that differ in terms of research methods, instruments and sample characteristics. The results suggest that there is a need for greater attention to be paid to the definition and measurement of research competence, as well as its development within pre-service teacher education programmes.</p>

Exploring attitude toward scientific research among Peruvian university students: A cross-sectional study

Introduction: the attitude of students towards scientific research is a crucial aspect in the academic sphere, as it influences their active participation in research activities, their willingness to explore new knowledge, and their future commitment to science and innovation. Objective: to analyze the attitude towards scientific research among students of a private university in Peru. Methods: a quantitative, non-experimental, and cross-sectional descriptive study was conducted. The sample consisted of 281 male and female students who were administered the Research Attitudes Scale, an instrument with adequate metric properties. Results: it was found that 44,5 % of students rated their attitude towards scientific research at a medium level, 32,7 % at a low level, and 22,8 % at a high level. Similarly, it was determined that there was a statistically significant association between the year of study and the attitude towards scientific research (p<0,05). Conclusions: the attitude towards scientific research among students of a private university in Peru is located at a medium level. Therefore, the implementation of research seedbeds, programs including opportunities for participation in research projects, academic mentorships, and specialized courses that promote the development of research competences from the first year of study is recommended. Additionally, a periodic evaluation of the effectiveness of these initiatives could be carried out to ensure a continuous stimulus and support for the development of a research culture among university students

Gulden Yespolova

Relevance. The relevance of the study is that in the primary grades, science is most demanding for pupils, due to a lack of interest in the subjects. Stimulating curiosity for scientific knowledge and enhancing students' competence is possible through the professional training of teachers. Purpose. The purpose of the study is to explore and examine the concept of research competence of primary school students in the content of renewed education to enhance the quality of learning activities through the implementation of innovative forms of learning. Methodology. The study utilized modern scientific methods, including sociological, functional, and survey approaches to examine the impact of the renewed education system on the younger generation and the formation of research competence in it. Results. Although innovation education is now at its height, its popularity in the Republic of Kazakhstan is still relatively new and gaining in significance. While state-provided resources support the development of research competence, educators play a pivotal role in advancing modern teaching methods. Project-based learning, practical exercises, and collaborative activities are integral components of the program, aligning with the trend towards open learning. However, challenges persist as some educators perceive curiosity as obstructive, and variations in student attitudes influence the development of research competence. By cultivating emotional engagement and employing activating methods, educators enhance student motivation and interest, facilitating the acquisition of research skills. Conclusions. The practical significance consists of overcoming the difficulties of the learning process by implementing research competence in the content of the renewed education through classroom and extracurricular activities, experiments and appropriate cognitive methods during the educational process. Keywords: research competence; innovative technologies; primary grades; renewed education; pupils

Variables associated with the development of research competencies in university students from Southern Peru: A cross-sectional study

Variables associated with the development of research competencies in university students from Southern Peru: A cross-sectional study

Formative research in teacher training: A case study carried out in Uruguay

The importance of professionalism in teaching practices for achieving high-quality education has been acknowledged. Becoming a professional teacher is a long-term commitment but it is essential to promote high standards of professionalism from the beginning of teacher candidate formation. In addition, as professionalism in teaching is closely linked to the concept of “teacher as a researcher”, formative research seems to be a potent strategy for engaging future teachers in developing research abilities, essential for understanding and analyzing their educational practices. In this sense, the objective of this work is to explore the influence of a formative research approach on the development of research competencies by applying an action-research approach with a longitudinal cut. Thus, an intervention based on a ubiquitous strategy of formative research was implemented during the final three years of education of a teacher's training institution in Uruguay. The teacher candidate development of research competencies was assessed along the process. The obtained results demonstrated the effectiveness of implementing formative research to enhance the research skills of teacher candidates. The assessment of overall research competencies exhibited a statistically significant and substantial positive change (Cohen's d = 0.92). The impact was most pronounced among teacher candidates with the least developed initial research competencies, particularly for those in the early stages of their careers. This suggests that candidates engaged in the formative research strategy throughout their studies might achieve even higher levels of research competencies. Disaggregating the results by gender and for most of the specific subjects showed similar effects. In addition, within the framework of ubiquitous learning, the emphasis on the use of digital tools during the intervention led to an increase in the development of the research skills related to these tools for the studied sample. This is the first example of a quantitative approach that leads to concrete conclusions related to the effect of a research formative strategy for teacher candidates in Uruguay.

Structural Functional Model of the Development of Research Competence of the Ukrainian Language and Literature Teacher at Lyceum

Structural Functional Model of the Development of Research Competence of the Ukrainian Language and Literature Teacher at Lyceum

Research competencies in nursing teachers

Introduction: research competencies in Nursing professors are a neuralgic dimension in university processes. In this sense, it is useful to recognize opportunities to enhance their development and overcome hindering barriers. A first step in identifying these shortcomings is to delve deeper into the phenomenon that, although it is highly studied, its approach is not always consistent with real needs.Objective: analyze current approaches to the development of research competencies in Nursing teachers.Methods: integrative review for a critical and reflective analysis of contents of documents published between 2017-2023 with a clear methodology and theoretical reference, selected in the month of November 2023. Keywords identified in DeCS and MeHS and Boolean operators were used: “research in Nursing” AND “teachers” AND “Nursing” AND “competency-based education”. The search strategy was carried out in the Index, SciELO, and Dialnet databases. The flow chart (PRISMA) was used to formulate the search strategy, 96 articles were identified and reviewed, of which 14 were useful regarding the evolution of the category. The following inclusion criteria were considered: original or review studies, available in full text, that declared the methodology applied, published in English and Spanish.Conclusions: and elements were identified that deal with qualities of the phenomenon from the legacy and significance of research in Nursing, the conceptions of research competencies, the impact on professional training with a research focus and the culture of research and development of the professor

Assessing students’ research competencies with the main focus on the level and direction of their development

Introduction. The article presents an analysis of approaches to the problem of effective assessment of university students’ research competencies. The purpose of the article is to reveal and demonstrate the results of adopting the inventory for assessing students’ research competencies, focusing on the level and direction of their development. Materials and Methods. The research is based on the application of a systematic approach and contextual methods in the assessment and development of university students’ research competencies. The authors applied comparative and retrospective analysis, systematization and generalization of existing approaches and methods for assessing students’ research competencies, which allowed them to develop and propose a content-based inventory. The empirical part of the study was conducted at the Department of Labor Economics and Personnel Management at Ural State University of Economics. More than 80 full-time students took part in the research by testing the inventory. The results of the empirical testing are presented using the tools of descriptive statistics, Spearman's correlation analysis, and Student's t-test determination. Results. Based on reviewing scholarly literature, the authors substantiate the importance of involving students in research activities and the development of research competencies (RC) as competitive advantages in the labor market. On the basis of generalization, a number of research approaches to the development and application of methods for assessing students’ RC are revealed. As a result, the authors present a six-component questionnaire for assessing research competencies as the basis of a comprehensive and personalized approach to the development of students’ potential, including: theoretical-information, cognitive, communicative, motivational-organizational, operational-activity and reflexive-prognostic components. The effectiveness of the inventory is proved by its content validity and the results of a two-stage approbation of the questionnaire in groups of students with and without research experience. The results of empirical testing of the inventory confirm that with comprehensive, contextual and systematic approaches to the assessment of research competencies containing personal recommendations for their development, the indicators for all 6 components of RC increase. Conclusions. The study concludes that there are many approaches to the assessment of RC and each of the methods can be relevant to the research tasks in the case of complexity and consistency. The six-component inventory has passed the stage of content validation and has shown relevance to the tasks of assessing university student’ research competencies with the main focus on the level and direction of their development.

DEVELOPMENT OF RESEARCH COMPETENCE IN HIGH SCHOOL STUDENTS (GRADES 9-11) THROUGH LANGUAGE-CULTURAL EDUCATION

This research investigates the development of research competence among high school students in grades 9 to 11 through language-cultural education. The study aims to assess the efficacy of integrating language-cultural education to enhance students' research capabilities and cultural awareness. Central to this exploration is the recognition of language as a pivotal conduit for nurturing research skills and understanding diverse cultural contexts. Through an immersive approach to language-based cultural learning, the research seeks to evaluate its impact on student's critical engagement with diverse cultures, proficiency in language analysis, and adeptness in employing research methodologies. Employing a mixed-methods approach, this study will involve a sample of high school students engaged in language-cultural education programs. Quantitative assessments will measure improvements in research skills, language proficiency, and cultural understanding. Qualitative methods, including interviews and observations, will provide insights into students' perceptions, experiences, and the qualitative impact of language-cultural education on their research competence. The expected outcomes aim to elucidate the transformative potential of language-cultural education in augmenting students' research acumen and fostering a nuanced understanding of varied cultural dimensions. This research not only seeks to contribute to educational strategies fostering research competence but also aims to empower students as culturally aware researchers poised for the globalized landscape.

Research competence as one of the components of the system of key competencies

The main problem is that the study of research competence does not lose its relevance nowadays, but on the contrary, requires special attention of teachers of secondary schools. The main subject of the study is teaching students research skills to the most effective methods of mastering key competencies. Objective: the role of research competence in the learning process of students. Methods: analysis, synthesis and comparative analysis are the main research methods. Results and their significance: as a result, the concept of "research competence" was studied. Various views on this idea are considered. In the last ten years, the program of socio-economic development of Kazakhstan has determined the main directions of the development of the system of education of students. The research has both theoretical and practical significance, since its results can be used in the development of programs and methods for the development of research competence in biology lessons.

Study of research competencies in bachelor's mathematics education

Relevance. The relevance of the study lies in the fact that research competencies in the mathematics education of future lawyers constitute knowledge, skills and attitudes that contribute to personal self-actualisation, activate their educational position, and help in the process of social integration. All research competencies are interdependent because they share common features - critical thinking, creativity, proactivity, problem solving, the ability to assess risks, make good decisions, and manage emotions constructively. They provide students with greater flexibility, enabling them to adapt more quickly to the rapid changes in a world of increasingly complex relationships between different areas of human activity. Such skills for future lawyers are a major factor in innovation, productivity and competitiveness, which affect motivation, satisfaction and quality of work. Purpose. The purpose of the study is to examine aspects of acquiring research competencies in bachelor's mathematics education and to determine the level of mathematical literacy among future lawyers. The obligation to create optimal conditions for the development of research competencies in mathematics education according to their abilities, refers to broadly defined education. Their role is to develop the learner's overall ability to cope with a changing reality. Methodology. Education should be personalised, especially in terms of acquiring skills for effective and systematic lifelong learning. Results. The complex nature of today's reality requires constantly evolving knowledge, which can be acquired through information and modern technology. It is important for a law student to acquire reasoning and argumentation skills in addition to the necessary knowledge and subject skills in mathematics education. They are designed to make it easier for students to understand the world around them, to enrich their knowledge in different areas, and to improve their learning of new ones. Conclusions. The practical significance lies in determining the level of quality of research competence acquisition and mathematical literacy of future lawyers.

Development of professional-oriented competence through language and content integrated technology

Relevance. Recent acculturation of foreign language education (FLE) and movement towards competency-based approach has put forward as a goal the emergence of professional-oriented competence. This paper presents a brief overview of research on professional-oriented competence through content and language integrated learning in the Republic of Kazakhstan. Purpose. This study aims to help assess future teachers’ strengths and weaknesses in professional-oriented competence development. Literature relevant to the topic was studied in order to understand how to improve linguistic and, in general, verbal communication between the teacher and students. Methodology. The methods used in this study are experimental in nature, implying tests and tasks for certain groups of subjects. The questionnaire was developed to obtain information about future teachers’ view who are going to work at the profile school on using content and language integrated technology and diagnose possible professional knowledge gap in this study. Results. The model of future foreign language teachers’ research competence development has been constructed; a system of tasks based on digital resources has been suggested and experimental work was provided to show the efficiency of the model designed. Conclusions. Conclusions of this study confirm the importance of the professionally oriented competence development model for achieving more effective communication in terms of information exchange and the learning process.

Tools for AI-driven Development of Research Competencies

Tools for AI-driven Development of Research Competencies

DEVELOPMENT OF RESEARCH COMPETENCE OF FUTURE TEACHERS IN HIGHER SCHOOL: FOREIGN EXPERIENCE

Teacher research constitutes an integral component of a pedagogue's professional activity, serving the purpose of comprehending and transforming the pedagogical reality through the application of scientific insights and methods. One of the benefits of such endeavors is enhanced research competence. The present paper delves into the approaches to developing research competence of students within the higher education institutions of European countries. The research methods include literature analysis, systematization (to elucidate key research concepts), comparative analysis (to discern the peculiarities of research competence development among students in European higher education), and synthesis (to formulate original conclusions). Based on the synthesis of scientific approaches (including the personal, activity-based, competence-based, systemic, knowledge-based, procedural-technological), research competence is construed as an integral quality of an individual, encompassing skills for conducting research to address educational issues and instructional management. A systematic examination of the approaches to research competence development among students in Germany, the United Kingdom, and France reveals a consistent and methodical progression. In the early stages of formal education, students are exposed to research-oriented learning, while in subsequent phases, they actively participate in undergraduate and graduate research. A recurring theme is the early engagement of students in research activities, bolstered by specific pedagogical conditions and teaching methodologies. These conditions include the encouragement of students' involvement in research, the reinforcement of interdisciplinary dimensions, and the pivotal role played by research advisors in coordinating student research endeavors. Additionally, active teaching methods, such as discussions, workshops, seminars, simulations, situational analyses, practical experiences, internships, and independent research, significantly contribute to the effective engagement in research activities. Project-based and problem-oriented learning methods emerge as predominant didactic approaches, seamlessly blending students' autonomous work with collaborative endeavors within small research groups. Key forms of research competence development encompass lectures, seminars, practical sessions, and consultations. These educational formats not only motivate students to apply their acquired knowledge in practical contexts but also ignite their enthusiasm for independent exploration, fostering creativity.

Convergent Model of Digital Hygiene in Modern Upbringing

Based on the study and synthesis of scientific sources, the author of the article presented a methodologically developed theoretically grounded convergent model of digital hygiene in education. The purpose of the article is to demonstrate the resource capabilities of the convergent model of digital hygiene in the modern education of students and to fill the scientific gap in knowledge about the importance of the convergent approach for a qualitatively new level of successful socialization in the education of the competitive younger generation. Methodology. The study was carried out on the methodological basis of the principles of convergent approach (methodology of erasing interdisciplinary boundaries as an integration tool: merging, convergence, convergence, unification, mutual enrichment, mutual influence, interpenetration): 1) interdisciplinary and supra-disciplinary synthesis; 2) designing self-organization in various activities; 3) flexible network communication. The convergent model of digital hygiene in modern education is a hybrid algorithmized intellectual model of safe (interesting, relevant, effective) education, where the tools and mechanisms of digital hygiene in modern education are defined and described: 1) combination of interdisciplinary and applied approaches; 2) development of critical thinking; 3) development of research competencies; 4) group and team work skills. Results. The developed model, which is based on the components: factors, personality qualities, characteristics-grounds, is a safety system for children and adolescents (demobilization of stressful states; the ability to preserve oneself under the destructive effects of the digital environment; the state of protection of vital interests of the individual). Conclusion. The author’s contribution consists in the theoretical development and description of the components of the convergent model of digital hygiene in modern education.