Keyword: «research skills»

The urgency of the problem under study is connected with the study of the specific aspects of learning independence development among primary school students. Research activity forms a special style of learning activity, contributes to the transformation of learning into self-learning, and launches self-development mechanisms. The purpose of the study: to define the problems of developing learning independence among primary school students, to identify the conditions for overcoming them and to test the psychological and pedagogical program for the development of learning independence in primary school students in the process of organizing research activities. The works of scientists in the field of educational activity, learning independence of primary school students serve as the theoretical and methodological basis of the study. Research methods: theoretical (study and analysis of psychological and pedagogical literature; analysis, generalization and systematization of information from scientific sources); empirical (testing, questioning, pedagogical experiment); methods of quantitative and qualitative analysis. The study was conducted on the basis of the secondary school No. 2 in Serpukhov, Moscow region. The pilot study involved 22 students of the 4th grade. The diagnostic program included the following methods: a map of independence manifestations, observation through the diagnostic map "Identification of research skills", a survey "Do you know how?", a survey to identify the emotional attitude of children to research activities, a scale of educational and cognitive interest level. The study showed that a positive attitude towards research activities and educational and cognitive interest in children is clearly expressed, but work is needed to develop specific research skills, since many students have difficulties with identifying problems, formulating questions, advancing hypotheses, classification, the ability to experiment, draw conclusions and make deductions. The following conditions for the development of learning independence among primary school student in the process of organizing research activities were identified: taking into account the age and individual characteristics of a primary school student in the process of learning activity; involvement of students in a phased research activity with a gradual decrease in the role of adults in it; the use of active and interactive methods and different ways of organizing cognitive, problem-search, project activities; purposeful formation of specific research skills, in the development of which problems have been identified, as well as methods of self-control and self-assessment of primary school students at all stages of research activity. These conditions were tested during the implementation of a specially worked out psychological and pedagogical program, which resulted in a positive trend in the studied indicators, which proves the effectiveness of the work done. The results of the study can be useful in organizing research activities and developing the independence of primary school students in learning and extracurricular activities.

The article assesses the potential for using military scientific work of cadets in the process of becoming military specialists. The authors show the features of organizing scientific work at a Russian military university, consider the main methods of working with military personnel, analyze the predicted results of involving cadets in military scientific work.

The article provides an example of using the author’s universal technique “Looking at a Photograph” to organize the study of the native land history during a lesson. This technique will help to fulfil the educational potential of the lesson.

The development of research skills in primary school students is a task that requires a comprehensive approach and involves creating favorable pedagogical conditions. An important aspect of establishing such conditions is the use of the pedagogical potential of ethnocultural traditions, which enriches the educational process, making it more diverse and engaging for children. The aim of this study was to examine the pedagogical conditions for developing research skills in primary school students through the pedagogical potential of ethnocultural traditions, which serve as a rich source of knowledge, skills, and values. In the course of the research, the following tasks were addressed: identifying and describing the pedagogical conditions that facilitate the effective development of research skills in primary school students; determining the means of the pedagogical potential of ethnocultural traditions for the development of research skills; and conducting an experimental study to assess the effectiveness of applying ethnocultural traditions to the educational process. Based on an analysis of psychological and pedagogical literature, the identified pedagogical conditions contributing to the development of research skills in primary school students laid the groundwork for organizing and conducting experimental work. The research methods included M.V. Matyukhina’s test “Study of the Motivational Sphere of Primary School Students for Research Activity” and the methodology for assessing the practical readiness of these students for research activities worked out by N.N. Sandalova. The latter methodology represents a comprehensive approach aimed at determining the level of research skills development in primary school students. During the experiment, innovative techniques that integrate ethnocultural traditions into the educational process were developed and tested. The results of the study showed that the use of the pedagogical potential of ethnocultural traditions helped to increase motivation for research activities, developed creative potential, and fostered the development of research skills in primary school students. The theoretical significance of the study lies in defining pedagogical conditions in the context of ethnocultural traditions. Its practical significance stems from the fact that the proposed methods of integrating ethnocultural traditions can be implemented in the educational process to enhance its effectiveness.

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.