Development Of Research Competence Research Articles

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.

Active learning strategies to develop research competences in engineering education

PurposeThe purpose of this paper is to implement and evaluate active learning strategies to support engineering students in the development of research competences, contributing to the growing need for a closer relationship between research and teaching.Design/methodology/approachThis study was developed using an action research approach. The data were collected through observations, questionnaire and focus group in order to evaluate the active learning strategies used in the context of the study, based on students' perceptions.FindingsThe results show that the implementation of active learning strategies, such as research-based learning and think-pair-share enhance the development of research competences, namely critical thinking and written communication. Additionally, this approach enables students to develop further their capstone projects, using the standards demanded in research process.Research limitations/implicationsThe study was based mainly on teacher's observation and the participants are undergraduate engineering students enrolled in the course “Scientific Methodology” during 1 academic year.Practical implicationsTwo levels of implications can be identified in this study: (1) for teachers' practice, who can adapt the step-by-step descriptions of the implemented approaches and (2) for research, contributing to the discussion about how to explore the teaching-research relationship in undergraduate courses.Originality/valueThe course of “Scientific Methodology” is part of the curricular structure of most undergraduate engineering programs offered by Brazilian Higher Education Institutions, and this study is a contribution for the improvement of knowledge on how this course may be conducted in an effective and engaging way.

РАЗВИТИЕ ИССЛЕДОВАТЕЛЬСКОЙ КОМПЕТЕНТНОСТИ: ЗАДАЧНЫЙ ПОДХОД

In the article the relevance of the development of the student's research competence in the context of the requirements of current federal state educational and professional standards is proved. The purpose of the article is to prove the possibility of developing research competence by solving research problems. Methods of systematic, competent and person-oriented approaches applicable to development of trainees’ research competence are used for analysis. The concept of research competence is considered, the list of research skills as its constituent elements is defined, the levels of skills formation are described. The article considers various approaches to the definition of the concept «research task» provides an overview of the main scientific ideas about this type of task. Essential distinctive characteristics of research tasks are presented. Species and level classifications of research tasks are considered. Being based on the analysis, the following distinctive features of research problems are highlighted: the problematic nature, the development of the researcher's resources, the subjective and objective difficulty of solving the problem, the presence of normative and real complexity of the problem, the need for a deep study of the solution of the problem, the novelty of the solution, the variability of the solution, the insignificant dependence of the development of research skills on the number of solved problems. The article describes the stages and algorithms for solving research problems. The pedagogical practice of learning the skill of solving research problems at a university has been generalized. The author focuses on the possibility of using research tasks to develop research competence in all forms of educational activity in higher school (theoretical and practical training, performing qualification work at different stages of training). It was concluded about the role of research tasks in the development of students’ research competence and the assumption that the use of multi-level research tasks will create conditions for the effective development of research competence.

FORMATION AND CONTENT OF RESEARCH ACTIVITIES IN BACHELORS TRAINING

This article deals with the formation of research activities of future bachelors in vocational training. Four components of research competence are considered. The development of research competence is confirmed by the use of analytical, critical, communication and other skills by students in research

Desarrollo de competencias investigativas en estudiantes de las Ciencias de la Salud. Sistematización de experiencias

Desarrollar competencias investigativas en un estudiante implica conocer el uso del conocimiento de forma adecuada; esto permite que se fortalezcan las habilidades para la observación, argumentación, sistematización y cuestionamiento a fin de que se pueda crear y/o gestionar un conocimiento. Para el desarrollo de las competencias en investigación se han planteado distintas estrategias didácticas: semilleros de investigación, aprendizaje cooperativo, métodos por proyectos, aprendizaje basado en problemas, uso de mapas conceptuales, estudios de casos, seminarios, redacción de ensayos y elaboración de talleres. En la presente revisión sistemática se analizó los principales programas que se han implementado en las universidades para mejorar las competencias investigativas de estudiantes de las Ciencias de la Salud. Se destaca a los programas de verano y el trabajo colaborativo con mentores como las intervenciones más comunes y eficaces para el desarrollo de tales competencias.

ORGANIZATIONAL AND PEDAGOGICAL CONDITIONS FOR DEVELOPMENT OF RESEARCH COMPETENCY OF FUTURE PHYSICS TEACHERS AT LABORATORY LESSONS

The article covers the organizational and pedagogical conditions for the development of research competence of students in laboratory classes. It provides the methodology of the educational research and the requirements for the presentation of the obtained results, as well as the organization of the activities of the teacher and students in laboratory classes. Also it contains the stages of the educational research at the empirical level, where the objectives of the development of research competence are the orientation of the educational activity to understand and recognize the professional significance of research competence, as well as attracting students to the research activities of the department, aimed at consciously mastering the basic knowledge and skills in the field of scientific research. The characteristic of students' research competence is given, as the competencies are formed performing laboratory work.

FORMATION OF RESEARCH COMPETENCIES IN THE PROCESS OF TRAINING PENITENTIARY PSYCHOLOGISTS

Training of penitentiary psychologists on the educational program «Psychology of official activity» is conducted in two universities of the Federal penitentiary service (FSIN of Russia). An important component of the practical and scientific activities of the penitentiary psychologist is the development, conduct and analysis of various psychological studies that require a high level of development of the necessary competencies. This article discusses the author's methodology IVDRC (Individual vector of development of research competencies), used in the training of penitentiary psychologists in the study of mathematical methods in psychology. The methodology is based on the continuity and professional orientation of training courses, individual approach, support and control of the stages of study of disciplines, the use of information technologies, own methodological materials and manuals. The developed technique is a generalization of long-term experience of teaching mathematical disciplines in departmental higher education institution. The technique of IVDRC has been successfully used for several years at the psychological faculty of the Vologda Institute of Law and Economics of the Federal Penal Service of Russia. To date, more than 150 cadets have been trained using the technology of IVDRC. The article analyzes some results and efficiency of its application using statistical methods.

El juego: mediador didáctico para el desarrollo de las competencias cognitivas para la investigación.

El desarrollo de la competencia investigativa constituye un imperativo en el proceso de formación de profesionales; en tal sentido, se precisa buscar procederes metodológicos que garanticen la consolidación de dicha competencia, y en virtud de lo referido, se sustenta el valor del juego como mediador didáctico. En el artículo se presenta una experiencia pedagógica llevada a cabo con estudiantes de la carrera de Administración de Empresas UNIANDES-Santo Domingo, que consistió en la implementación de un sistema de juegos que propician el ejercicio de diferentes procesos cognitivos que resultan necesarios para la actividad investigativa. Los resultados alcanzados revelan la efectividad de la propuesta, pues las competencias cognitivas constituyen, una premisa o condición que sustenta el desarrollo de la competencia investigativa.

Diagnostics of future preschool educators research skills development

The article deals with the process of diagnostics of future preschool educators’ research skills development. The need to develop a system of diagnostics of future preschool educators’ research skills development is justified by the need to develop students ’ components of research competence specified in the Federal State Educational Standard of Higher Education (FSES HE). The system of activity of the modern teacher of preschool education involves not only implementation of education and training of children, but also organization and conduct of research activities with pupils, elementary preparation of preschoolers for implementation of the analyzed activities in the future which justifies the need for diagnostics of future personnel educators’ research skills development in the process of their professional training in high school. The success of analyzed skills of future teachers’ development cannot be determined without diagnostic operations to identify the level of specialists’ research competence development. Thus, the purpose of this study is to solve the problem of criteria and indicators; determination the levels of research skills and their characteristics development. The aim of the research is realized by applying methods of pedagogical diagnostics, analysis and generalization. Practical and theoretical novelty of the study is justified by the fact that in its course, methods of selection and compilation of diagnostic tools, principles of implemented diagnostic operations and pedagogical conditions for their implementation are determined and a universal algorithm of actions for the use of diagnostic tools is developed. It allows determining the objective level of diagnostics of future preschool educators’ research skills development in order to imperfect it by adjusting and improving the whole methodological system. The results of the study allowed justifying the effectiveness of the developed system of pedagogical diagnostics which allows using it in future in determining diagnostics of future preschool educators’ research skills development.

ПРОГРАМА ПІДВИЩЕННЯ КВАЛІФІКАЦІЇ НАУКОВО-ПЕДАГОГІЧНИХ ПРАЦІВНИКІВ: ФОРМУВАННЯ ДОСЛІДНИЦЬКОЇ КОМПЕТЕНТНОСТІ

The article is devoted to the study of the effectiveness of Academic staff development programme to promote the development of research competence. Mixed method (qualitative and quantitative) was used to explore the problem: the analysis of scholarly literature searching for the term «research competence» as well as modelling structural components of research competence. Research competence is seen in our article as an integrated personal and professional quality of a higher education teacher, which reflects the motivation for scientific research, the level of teaching research methodology, the personal qualities of a researcher, such as innovative thinking, the capacity for creativity and innovation. We have identified the following key components of the Research competence of a higher education teacher: motivational and valuable, cognitive, procedural and active, information, communicative, personal and creative, reflexive; components of research competence form a holistic unity of the results of academic staff professional and personal development. The article presents the experience and results of the implementation of the research module of Academic staff development programme at the Borys Grinchenko Kyiv University. The results showed that participation in the Research modules had influenced much to develop some components (the motivational and valuable, communicative, the personal and creative) of research competence in Academic staff. While learning Research modules university teachers can assess the current level of their research knowledge and skills and take responsibility for their continued professional development.

Диференційовано-поетапна організація навчання у методичній системі розвитку дослідницької компетентності фахівців з агроінженерії у процесі вивчення сільськогосподарських машин

Статтю присвячено актуальним питанням методики навчання майбутніх фахівців з агроінженерії, спрямованої на розвиток їх дослідницької компетентності. Схарактеризовано погляди науковців щодо рівневого розподілу навчальної діяльності студентів. Запропоновано авторський розподіл рівнів розвитку навчальної діяльності та описано загальну структуру диференційовано-поетапної організації навчання студентів. Визначено структуру організації поетапної навчальної діяльності студентів у межах вивчення однієї теми з дисципліни «Сільськогосподарські машини», висвітлено розподіл методів навчання, запропоновано модель підсистеми методів, форм, засобів навчання у методичній системі. Визначено вимоги до конструювання навчальних занять та самостійної роботи студентів з виконанням навчально-дослідницьких та науково-дослідних завдань.

The pedagogical research project - an essential tool for the development of research competencies in the field of education

The pedagogical research project - an essential tool for the development of research competencies in the field of education

Evaluación de competencias digitales de estudiantes de la Universidad Católica de Santo Toribio de Mogrovejo (Perú)

The research has been carried out at the Catholic University of Santo Toribio de Mogrovejo in Chiclayo (Peru). Digital literacy and digital competence are key today for all citizens (for their personal development, social integration, access to culture and knowledge, to be able to communicate and receive information, work and recreational tools, ...) being an indispensable tool for University students, both for learning and for the development of research competence. The objective, of the research, is to know to what extent the informational dimension, which is part of the digital competence, is acquired by the students of that University. The methodology used has been a survey type, through the application of a questionnaire.The results of the research is that, despite the importance of access to quality information for university students, the level of the majority of the students in the sample, in terms of mastery of the informational dimension, is in process to achieve it and an eighth of them, has already managed to dominate the informational dimension.

Using ICT as the Tools of Forming the Senior Pupils’ Research Competencies in the Profile Chemistry Learning of Elective Course “Basics of Quantitative Chemical Analysis

Nechypurenko P.P. and Solovyov V.M. Using ICT as the Tools of Forming the Senior Pupils’ Research Competencies in the Profile Chemistry Learning of Elective Course “Basics of Quantitative Chemical Analysis. Aims of the study: to substantiate possibilities of the research competencies formation among senior pupils in terms of profile Chemistry learning by means of practical using information and communicationtechnology while accomplishing an elective course “Basics of quantitative chemical analysis”. This research considers the influence of various ICT tools on the formation of individual study and research competencies, in particular the system components of the research competencies among senior pupils in terms of profile Chemistry learning and the methods of their practical applying while accomplishing an elective course “Basics of quantitative chemical analysis”. Object of the study: ICT tools for Chemistry learning. Subject of the study: ICT tools of research competencies formation among senior pupils in terms of profile Chemistry learning. Methods of the study: reviewing and analyzing scientific publications, expert evaluation, summarizing pedagogical experience. Results of the study: the system of research competencies formation among senior pupils is effectively provided by the correct selection of ICT tools and conditions of their applying for the certain research competence formation, which embodies system components.Our research confirms the idea that the most ICT tools are to be leading in the development of research competencies among senior pupils in profile Chemistry learning. They are successfully tested by means of their applying in the process of studying the elective course “Basics of Quantitative Chemical Analysis”. They show the high effectiveness. Our study confirms that virtual chemical laboratories are the most universal and influential tools of forminghe research competencies among senior pupils in profile Chemistry learning.

USING SCIENTIFIC E-CONFERENCES FOR THE RESEARCH COMPETENCE DEVELOPMENT: STUDENTS’ POINT OF VIEW

The article discusses the methodology of using a scientific electronic conference for the development of research competence of university students. A model of the use of a scientific electronic conference for the development of students' research competence was developed. It includes the following components: purpose, procedural, content-technological, diagnostic. It is proposed to use a process approach for the development of research competence through electronic scientific conferences. The purpose, activities, means, forms, methods and research skills that will be formed as a result of each process were determined. The system of indicators was developed to determine the level of research competence for such constituents as: methodology, information search, problem solving, quantitative analysis and communication. The types of activities occurring at each stage of the process are determined, in particular, the means and electronic content used for their implementation, the forms and methods of efficient use of electronic means, competences that are formed during the implementation of the model. Stages of students’ preparation for and participation in an electronic conference in cooperation with lecturers and experts (reviewers) that will form not only the research competence of students, but also their digital competence (digital literacy) are presented. The efficiency of using scientific electronic conferences as an instrument for the development of students' research competence has been proved. In particular, the results of the student survey on the development of constituents of research competence are presented. The students of the National University of Life and Environmental Sciences of Ukraine and Borys Grinchenko Kyiv University who have an intermediate and high level of research competence have noted the positive impact of lead-up and participation in scientific e-conferences on the development of students’ research competence.