Keyword: «hypothesis»

The paper proposes a technique for presenting the topic "The formula of full probability and the Bayes formula" based on the personal experience of the authors in the discipline "Theory of Probability". When solving problems on this topic, the greatest difficulty for students is calculation of conditional probabilities. In this connection, special attention is paid to the method of solving problems. The main theoretical information and a large number of typical examples showing solutions that allow students to acquire the necessary skills in mastering this topic are given.

The article is devoted to the problems of experiment in pedagogy and methodology. Its role in the educational process is highlighted. We consider the connection with the theoretical level of knowledge and prove that the purpose of experiment is not only to test the hypothesis, but also is a source and generator of the theory. The comparative analysis of pedagogical and methodical experiment is carried out. The article describes the problems in connection with which the experiment is used too little as a tool of scientific knowledge at the empirical level to improve the educational process. The author considers the experiment as a complex element of the empirical level of knowledge, arguing that its further development is important for the development of theory and practice in pedagogy and methodology. In this regard, each teacher must learn to conduct the experiment correctly. This would be the key to creating a theoretical base of pedagogical sciences, improving the quality of teaching.

The article deals with the methodology of the pedagogical experiment on the example of the introduction of the discipline «Basics of scientific research» into the educational process in the direction of training 25.05.01 Technical operation and restoration of combat aircraft and engines. The data of the analysis of the results of activation of military-scientific work of cadets after mastering the competences formed in the discipline are given.

The article is devoted to substantiating the method of evaluating the effectiveness of the author's methodology of psychological and pedagogical influence on students.

The development of students’ research competence remains one of the priorities for modern school education. However, in practice, it is often carried out mainly outside regular classes and in a fragmented way, while within lessons it is reduced to performing elementary operations. This article analyses hypothesizing as a general learning skill, the mastery of which can contribute to the development of schoolchildren’s research competence. The purpose of the article is to theoretically substantiate and describe a concept of the step-by-step development of the hypothesizing skill among secondary school students. The leading methodological basis for designing the concept is the systems activity-based approach, which allows hypothesizing to be considered as a meaningful, motivated, and verifiable action carried out in the process of solving cognitive tasks. Teaching to advance hypotheses is examined as a means of developing specific aspects of research competence in the course of learning and cognitive activities. The proposed pedagogical model includes goal-oriented, content-related, procedural, and methodological components, as well as diagnostic criteria and pedagogical conditions for integration into the learning process. The model reflects the relationship between mastering hypothesizing techniques and the development of cognitive, operational, and personal components of research competency, which makes it possible to align the development of skills enabling hypothesis building with the assimilation of specific subject content. The theoretical significance of the study lies in clarifying the role of hypothesizing as a learning skill and in substantiating the possibility of its purposeful development as a cross-curricular competence. The practical significance of the study is reflected in the model’s orientation toward classroom implementation (without the need for radical restructuring of lessons) and in the possibility of its flexible application in various educational contexts, provided that appropriate pedagogical conditions are created. The developed model can be employed in pedagogical experiments aimed at testing its effectiveness and assessing its potential for application in educational practice.