Development Of Research Competence Research Articles

Development of Research Competences in University Professors: A Bibliographic Review

The research aimed to analyze the contribution of scientific publications regarding the study of the development of research skills in university professors. The bibliographic review and documentary analysis of scientific articles published in different scientific databases were used as a study method. For the theoretical approach regarding the definition, importance and classification of research competences in university professors, the contributions of researchers who have published scientific articles in different databases were used; and for the study of background, the articles published in the Scopus database between 2018 and 2022 were used as a source of information. It was concluded that there are different studies that address the importance of developing their research skills in university teachers, which are associated with the improvement of their professional profile, teaching conditions in the training of professionals and their contribution to increasing the scientific production of universities through the formulation of scientific research and technological development projects and the publication of scientific articles in academic databases.

Kindling Research Competence Development in a University: Reflections on a Pilot Effort

Kindling Research Competence Development in a University: Reflections on a Pilot Effort

Priority Determination Analysis of Research Competencies in Building Engineering Preservice Teachers through the Analytical Hierarchy Process

The objective of this research was to obtain information on the priority ranking of superior research competence criteria in pre-service teachers. This study was designed with a quantitative descriptive research design using the Analytical Hierarchy Process (AHP) method. The AHP is a decision-making system for determining the priorities on predetermined criteria in the development of research competencies in pre-service teachers. The five main principles studied were: the skills in determining the topic and background of research, skills in developing theoretical foundations, skills in applying research methodologies, skills in discussing and concluding research results, and paper writing skills. The expert evaluated the priority weight scale for each aspect of research competence. The development of research competency stimulation on pre-service teachers will be more effective if the priority criteria are revealed. A model of stimulation based on a priority scale should be developed with AHP since the order of priority indicates which stimulation criteria should be optimized.

How do Russian Researchers Evaluate Grants as a Tool for the Development of Science?

The problem under consideration is connected with the active modernization of the research and development sector in Russia, which takes place under existing restrictions. On the one hand, there is a request for scientific and technological sovereignty, increasing the scholars’ responsibility for the social and economic development of the country. On the other hand, the impact of various tools to support the scientists’ activity, these tools affecting their position, reputation and career, is being re-assessed. The article presents data from a 2022 mass sociological survey of grantees (N=1700) from more than 60 Russian regions and more than 80 organizations subordinate to the Ministry of Education and Science of Russia. The survey materials showed the significant role of funds’ grant support for the preservation and development of the scholars’ scientific potential, for attracting new researchers, and for creating a competitive knowledge generation sector. The article analyzes the institutional changes in the activities of Russian scientific foundations as perceived by grantees – scientific and pedagogical workers, administrative and managerial staff. There are identified the most acute problems that make it difficult for Russian researchers to receive grants and to fulfill corresponding requirements in today’s conditions. For the first time a mass survey of grantees of Russian scientific foundations was conducted, which allowed identifying the most significant functions of grants: economic function; selective function affecting competition among researchers; symbolic function affecting the reputation of scientists, scientific schools, research teams; positive impact on the development of research competencies, careers of scientists, the scientific potential of the higher school, etc. The empirical base of the article is represented by materials collected within a questionnaire survey. The methods of quantitative analysis and content analysis of the open questions were used to process the research materials. Quantitative data processing was carried out using the SPSS program; materials of open questions were analyzed using methods of generalization and systematization. As a result, there were distinguished the positive effects of grant support over scientists’ research activities, as well as the grantees’ problems to be concerned. The risks of research projects non-completion in connection with the sanctions restrictions imposed in 2022 are analyzed. The results of the study can be taken into account when developing approaches to the formation of a policy for financing scientific activities in Russia, when working out possible directions for further scientists’ support, and when searching for new mechanisms to support young researchers.

Development of research competence of teachers of Ukrainian language and literature in the conditions of martial law

Development of research competence of teachers of Ukrainian language and literature in the conditions of martial law

Influence of educational models on the formation of research competence in future government and public administration workers

Introduction. The article examines the problem of improving the quality of Economics and Management education in the Russian Federation and contributes to the ongoing discussions on methodological issues of modern economics. The purpose of the article is to substantiate the impact of educational models on the development of research competence in future government and public administration workers. Materials and Methods. The study involves theoretical analysis and reviewing scholarly literature on the problems of the methodology of economic research, as well as studying the experience of implementing practice-oriented models of educational design at the Siberian Institute of Management, a branch of Russian Presidential Academy of National Economy and Public Administration, with the focus on 38.03.04 Government and municipal administration undergraduate program. Results. The authors have substantiated the influence of educational models on the development of research competence of future government and public administration workers. The authors have classified methodological approaches to economic studies and revealed the peculiarities of implementing five types of educational design for teaching economic disciplines. Depending on the conceptual foundations, educational models are distinguished according to: the clarification of educational goals, the level of formalization of learning outcomes, and requirements for assessment tools used. The use of educational design models contributes to development of research skills in different ways: some of them are aimed at developing the set of research competencies; the others can be used in order to develop only certain types of skills. Conclusions. The application of educational models involves the integration of scientific achievements into the educational process and contributes to the development of the research competence in future government and public administration workers. Research competence is determined by the maturity of metric, political economy, and narrative economic analysis skills and depends on the educational model employed. The systematization of educational models proposed by the authors makes it possible to identify criteria for choosing an effective model depending on the educational goal.

Modelling Research Competence in Social and Engineering Sciences at Master’s Level Programs: A Scoping Review

The research–teaching nexus in higher education has been strongly discussed and debated, especially when it comes to developing research competence and introducing evidence-based practice into the master’s degree curricula for Educational Sciences and Engineering Sciences. Previous systematic reviews have summarised the manner in which research is taught in higher education, and revealed that there is a lack of cross-disciplinary comparative analysis in research–pedagogy in various scientific disciplines, as well as in assessing and measuring the development of research competence (RC) at the level of higher education. To provide a comprehensive picture of the RC development and of the teaching RC, a scoping review (SCR) methodology was performed. For the purpose of the present study, a total of 33 research articles were analysed to investigate RC development in Engineering and in Social Sciences. RC is regarded as a core competence in Engineering Sciences, while in Educational Sciences, it is not yet a standardised concept. Despite differences in Social and Engineering studies, the review revealed some common aspects concerning RC modelling, based on specific key skills that students are supposed to acquire at the master’s degree level. This SCR draws our attention to the complex process of RC development as a long process requiring practice and activities implemented throughout the entire higher education process, regardless of scientific field.

Educational priorities and programs for the development of research competencies in science-based medical education

The active development of technology since the middle of the 20th century has changed the requirements for education in view of the demand for knowledge-intensive specialties. The current approach is focused on the intersubjectivity and complexity of problem solving, the project organization of training and the practical orientation of learning courses. The training of specialists capable of solving qualitatively new tasks is possible only in a special environment where personal and professional competencies are formed. The transformation of education in medicine has led to the active integration of research and clinical experience. A significant impetus for the transition to a new level is provided by the development of cognitive competencies, critical thinking, which is closely interrelated with evidence-based medicine. Novel training programs make it possible to receive research, management, entrepreneurial and communication competencies inaddition to classical clinical education. At present, the future belongs to interdisciplinary teams based on developed clusters.

AN INVESTIGATION INTO EFL UNDERGRADUATE STUDENTS’ RESEARCH COMPETENCE DEVELOPMENT AT UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES, HUE UNIVERSITY, VIETNAM

This study aimed at exploring EFL students’ attitudes towards doing research at the undergraduate level, the perceived practice of research competence and the factors facilitating the development of research competence. The population of the study was EFL undergraduate students studying at University of Foreign Languages and International Studies, Hue University. The sample of the study comprised 120 second-year, third-year and fourth-year students majoring in English Language Teaching and English Language Studies. The data was collected through questionnaires and semi-structured interviews. The results show that EFL students thought that doing research is important to their future career path, but they were not confident to do their own research. In terms of EFL students’ perceived practice of research competence, thinking of a research topic and writing theoretical background posed challenges for EFL students, while using PowerPoint to present their research was the activity, they felt most confident to do. The participants did not show entire support for the role of the library and the faculty in facilitating the research competence development at a high level. These findings imply that the library and the faculty should provide more various databases for students as well as opportunities to be familiar with doing research.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0222/a.php" alt="Hit counter" /></p>

The development of research competence among specialist registrars in South Africa: Challenges and opportunities for research education and capacity development

To equip physicians with the competencies that support evidence-based healthcare, curriculum frameworks for medical education often promote scholarly activity as an essential component of training. Many medical schools worldwide expect medical trainees to participate in some form of research during their undergraduate and postgraduate training. This requirement is especially important in Africa, where there is also much need to develop clinical research capacity and an evidence base that is contextualised to the specific healthcare challenges on the continent. In South Africa, the requirement for specialist trainees to complete a research project (as part of a Master of Medicine, MMed) was made mandatory from 2011 and has introduced several difficulties for many training centres. There is concern that institutions are failing to develop medical specialists who are competent in their role as scholars, particularly in their ability to conduct research. In this article, I review the South African literature that discusses the research component of medical specialist registration. In addition to summarising the challenges associated with MMed projects and recent efforts to address them, I interrogate whether the current status of MMed research education is likely to be contributing to the successful development of research competence among this unique group of postgraduates. By consolidating the current debate, I hope to encourage a point of departure between criticising the challenges and adopting proactive strategies to address them. There is a great need for medical educators to design innovative and learner-centred research education strategies that can better develop research competence among African healthcare professionals.

Virtual Laboratory ChemСollective: Features, Benefits and Prospects of Using in Chemistry Practical Classes in Higher Education Establishments

The article examines the application of the virtual laboratory ChemCollective in the educational process of pharmacy student studying. The ChemCollective Virtual Lab is an online chemistry lab simulation that allows students to conduct experimental research according instruction and procedures, but also to design, invent and carry out their own home experiments. The Virtual Lab helps students to link chemical computations with authentic laboratory chemistry. The autograded labs create unknowns and provide feedback on students answers. The lab allows students to select from hundreds of standard reagents (aqueous) and manipulate them in a manner resembling a real lab. 
 It is established that such virtual experimental works are interesting and useful for students. It is shown that the use of electronic instructions and procedures in Google Form for virtual laboratory work allows to get grades automatically, to set the time. These are too important during online studying. In addition, instructions in Google Form have the ability to attach photos, videos for illustration of processes, as well as providing of English vocabulary with Ukrainian translation to avoid language barrier. It is established that the effectiveness of the learning process increases because virtual laboratory is a simulator for skills training and independent preparation for laboratory research. It is shown that only a combination of virtual work with investigations in a real laboratory can develop skills for work with real equipments and cause rapid development of research competencies. The direction of further research is to study the resources of Royal Society of Chemistry, in particular the application of a multi-stage virtual screen experiment in chemistry practical classes for foreign students of higher education establishments.

Organization of research activities of cadets of fire-technical specialties in the process of teaching mathematics

The article considers the issue of the formation of research competencies of future fire and techno sphere safety engineers in the process of teaching mathematical disciplines. It is proposed to organize the research activities of cadets, taking into account the principles of practice-oriented teaching. The methodological basis of the research is based on the key provisions of a practice-oriented approach to teaching mathematics, modern methods of scientific and pedagogical research, requirements for the level of development of research competencies among future rescue engineers. The structure of the research activity of cadets in the process of teaching mathematics is presented in the form of four components: motivational, cognitive, activity-based, reflexive. The characteristics of each component from the point of view of practice-oriented learning are given. The types of research activities that contribute to the formation of research competencies of cadets of fire-technical specialties in teaching mathematics are indicated, the goal and educational tasks of performing each type of activity. Requirements for the subject matter, the content of term papers and research work in teaching mathematics to future fire safety engineers are formulated. The examples of assignments for the course work in the discipline "Probability theory and mathematical statistics" are given. A fragment of tasks for research work in higher mathematics for cadets of the specified specialties is presented. The specifics of assessing the level of formation of cadets' readiness for research activities in the study of disciplines of mathematical training cycle are indicated. Incentive and operational criteria are dominant. Based on the results obtained, the goal of the practice-oriented research activity of cadets of fire-technical specialties in the process of teaching mathematics was formulated. The conditions that favor the formation of practice-oriented research competencies of a fire and techno sphere safety engineer in the study of mathematical disciplines are indicated.

Researchers' Seedbeds for the Development of Research Skills in Universities

The objective of this study is to demonstrate the effects of the application of the pedagogical strategy "researcher's seedbed" in the development of research skills in universities. This research is of quasi-experimental, longitudinal and prospective design, where 2 groups were formed: control and experimental, of 18 students each. A validated instrument was used to measure the research competences, as well as a rubric for the evaluation of the research projects. It began with a pre-test, and after 14 weeks of the development of the strategy, through different educational sessions, the post-test was administered. Likewise, the research projects carried out were evaluated. The results obtained showed that the pedagogical strategy had a positive effect on the development of research skills, with the highest evaluation being found in 40% of the students, with statistically significant differences between the control and experimental groups (Mann Whitney U, p=0.007), and between the pre-test and post-test (Wilcoxon, p=0.00). In the development of cognitive and procedural competence, an effect was also found in the strategy, but not in the attitudinal competence (Mann Whitney U, p=0.496). The application of this study is based on the fact that the formation of research groups in universities strengthens formative research in higher level students. This study shows the benefits of the implementation of strategies for the development of research competencies, since the product will be to train professionals with a scientific culture in favor of society.

Development of Students’ Research Competence in the Study of the Humanities in Higher Educational Institutions

The aim of the study was to experimentally test the effectiveness of didactic conditions for the development of students’ research competence in the study of the humanities. Several complementary methods were used in the experimental study: a comprehensive test to assess the levels of research competence (S.A. Mishyn); Zamfir’s Motivation of Professional Activity modified by A.N. Rean; adapted Starkey’s Critical Thinking test; Simonov’s Education Level technique, author’s questionnaire with open-ended questions to determine the importance of research competence for students in the course of their professional education. The results of the pedagogical experiment revealed the effectiveness of the introduction of innovative forms of theoretical training (lectures and seminars) for the development of research competence in future specialists in the humanities classes. The research found the main directions of innovative experience of improving lectures, seminars as a form of education for the development of students’ research competence. The research showed that it is possible to develop research competence in the process of teaching humanities depending on the types of training (theoretical, practical). It is important to organize the students’ cognitive activity in the course of theoretical training, while it is necessary to apply the problem method of teaching in the practical classes. We consider the study of the problem of continuity in the development of the research culture of the individual under the conditions of continuing education as a prospect for further research.

Компетентнісний підхід у формуванні гнучких умінь (soft skills) як передумова професійного самовизначення учнів у наукових ліцеях

Acquisition of specialized scientific education ensures the development of student research competence according to the study profile and student interests. T he scientific lyceum creates an innovative space for student comprehensive development because the research culture depends on personal qualities. The student system of values, forming in the lyceum, promotes readiness for various activities. The article is devoted to the problem of the development of soft skills in the process of research-oriented learning in the scientific lyceum. We consider it appropriate to establish a linkage between the development of research competence and flexible skills, the development of “soft skills”, and student professional self-determination in the scientific lyceum. The implementation of the competence approach in the educational process can be visible through the continuity of student intellectual and personal development, the formation of general skills of graduates who compete with dignity in the social environment, accept social challenges.

Knowledge Valorisation in Doctoral Studies in Latvia: Entrepreneurship and the Development of Research Competencies in the Study Process

The purpose of this paper is to analyse the self-assessment data of Latvian doctoral students relating to their entrepreneurship and research competencies and to explore how it correlates and what can be done to promote valorisation during the study process.An online survey using the QuestionPro platform was used to collect the data. The survey was fully completed by 43 doctoral students from various higher education institutions, and it consisted of 123 statements in which doctoral students assessed their competencies on a 7-point Likert scale. Five structured interviews were conducted in order to identify the supporting environment and other aspects that have an impact on the development of entrepreneurship and research competencies.The results of the research demonstrate a relatively low self-assessment of entrepreneurship competencies, which points to why doctoral students are unable to commercialise their knowledge. Unlike entrepreneurship competencies, research competencies can be considered as very high. According to the data, there is no clear correlation between entrepreneurship competence and research competence. The results also point to the fact that it is not sufficient to develop only one of the two competencies to ensure the valorisation of knowledge.For data to be fully representative, a higher number of respondents would have been desirable as well as a greater diversity of study programs represented, assuming that knowledge valorisation approaches and opportunities differ across sectors.Nonetheless, the results can be used for the development and implementation of the valorisation initiatives of higher education institutions.

Understanding Teacher Education Students’ Research Competence Through Their Conceptions of Theory

Learning a scientific way of thinking is a fundamental aim of university education. It means that there are certain thinking skills that students across all disciplines should learn during their studies. For example, critical thinking and reasoning skills are essential for all university graduates. In addition, students are expected to achieve certain skill levels related to scientific research, for example: learning the basic concepts of science and research methodology, understanding the research process and understanding the nature and origins of scientific knowledge. We call these skills research competence and see research competence as one of the main elements of scientific thinking. We assume that understanding the basic concepts of science is a starting point for the development of research competence and more broadly, for scientific thinking. However, previous studies have shown that scientific concepts are not easy for students to learn. The aim of this study is to increase our understanding of a particular aspect of university students’ research competence by exploring teacher education students’ (N = 179) conceptions of one of these challenging concepts, the concept of theory. The results illustrate that understanding the concept of theory is challenging even for graduating (fourth and fifth year) master students. Only half of them were able to describe the concept of theory in a scientific context suggesting that the other half had unscientific conceptions of theory, named here as non-scientific conceptions. When looking at the students’ who reported scientific conceptions of theory, one quarter of graduating students and a few early stage (first and second year) students had a declarative approach meaning that they were able to describe the concept of theory by using some basic scientific terms. About one fifth of graduating and early stage students had a procedural approach meaning that they were able to describe theory related to research as “doing”. Only a small number of students showed an understanding of the nature and origins of scientific knowledge and the role of research and theory, called here an epistemic approach.

Selection of ICT tools for the development of high school students' research competencies in specialized chemistry training

The article analyzed the place of information and communication technologies and learning tools in specialized chemistry training. The development of research competencies of high school students as one of the important results of specialized training in chemistry is considered. The analysis and systematization of ICT tools to ensure compliance with the principles of specialized chemistry training is made. The choice of ICT tools for the implementation of specialized chemistry training and development of high school students' research competencies in specialized chemistry training had substantiated. The results of research aimed at determining the feasibility of using certain ICT tools to develop of high school students' research competencies in specialized chemistry training are presented.

MASTERING RESEARCH SKILLS BY FUTURE ELEMENTARY SCHOOL TEACHERS UNDER THE CONDITIONS OF NON-STANDARD LESSON

This study investigates the development of research skills in the course of higher education training programs for future elementary school teachers. The purpose of this article is to analyze the formation and development of the scientific and pedagogical outlook of higher education students by employing an innovative approach to traditional education. The article identifies the role of modern children’s books in the development of educational competencies by university students in the elementary education field.The authors suggest optimal methods for future teachers’ research competence development by using the material of modern children’s literature. The emphasis on the creative nature of teaching instruction and the application of learning technologies in the education process are outlined. The proposed design foundation for unconventional teaching methods is focused on generating interest in the content of the subject being taught, emphasizing creative approach to the learning exercise completion and ongoing pedagogical evaluation and research. These principles define the educational content and the teaching methods.The author underlines the importance of using the training method in the classroom for the independent assignments to activate the students’ creative potential and curiosity.The study shows how the training session in the works of modern children’s literature could contribute to the language quality and literary education improvements for future elementary school teachers.It is proposed in the article to design a system of training sessions to develop personal and professional competencies and skills required for the future elementary school teachers. The authors hope that the content of the article is of interest to all Ukrainian language students and educators of all levels from elementary to postgraduate education.
 Keywords: educational process; research skills and competence; language and literary competence; children’s literature, integration; innovation in training; training, hands-on training.

The pedagogical model for developing the research competence of teachers in general education

The article proposed for publication highlights the principles of research competence and the strategic components of the development of teachers’ research competence. We consider that the pedagogical model for the development of research competence would be useful in the didactic activity and will contribute to the increase of the quality of the instructive-educational process.