Organizing Research Activities in General Education Using the Example of the Lyceum 'ISTEK'

Симанкова А.А.

doi:10.7256/2454-0676.2024.4.71886

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Pedagogy and education

Reference:

Simankova , A.A. (2024). Organizing Research Activities in General Education Using the Example of the Lyceum "ISTEK". Pedagogy and education, 4, 16–25. https://doi.org/10.7256/2454-0676.2024.4.71886

Organizing Research Activities in General Education Using the Example of the Lyceum "ISTEK"

Simankova Anna Alekseevna

Doctor of Psychology

Professor; Department of Pedagogy and Psychology; Kuban State University
Director; NCHOU 'Lyceum 'ISTEK'

350049, Russia, Krasnodar Territory, Krasnodar, Krasnykh Partizan str., 82

annasimankova@mail.ru

DOI:

10.7256/2454-0676.2024.4.71886

EDN:

QTUIJS

Received:

03-10-2024

Published:

10-10-2024

Abstract: This article provides a theoretical analysis of the features of research activities in a general education institution. The system of research activities of the Lyceum "ISTEK" is described. The subject of the study is the organization of research activities in the Lyceum "ISTEK." The goal is to improve the system of scientific research activities at the Lyceum ISTEK. The involvement of students in scientific activities is necessary for implementing the Federal State Educational Standard of primary general, basic, and secondary general education (dated 02/22/2024). This sets the formation of cognitive interest in educational activities and readiness for self-development and continuing education. The organization of research activities should be an integral part of the educational process at school. Research activities contribute to the formation of general cultural and scientific values among students, forming a system of subject skills and personal qualities that meet the standard's requirements. The work uses theoretical research methods (forecasting, comparison, analysis of concepts and terms, literature analysis) and empirical (observation, testing, and questionnaires). A survey of students in grades 7–11 was conducted to identify the predominance of cognitive motives for learning and, as a result, involvement in research activities. During the theoretical analysis of the literature, it was revealed that research activity is defined in modern research as a condition for a student's personal development, an indicator of individuality, creativity, and readiness for self-realization and growth. It contributes to the development of students' cognitive needs and interests, forms a worldview, develops creative research skills, activates knowledge acquisition, promotes the development of the personality of the subject exercises, etc. The research that was conducted proves the need to implement a systematic approach in the organization of research activities at the ISTEK Lyceum. The main advantages of a systematic approach to the organization of research activities at the ISTEK Lyceum: – The development of the intellectual abilities of students. – Formation of scientific interest. – Preparation for future professional activity. – Development of students' creative potential. – Success in the future. This approach is an important element of successful learning and contributes to developing the student's personality.

Keywords:

research activities, educational institution, creative activity, intellectual abilities, research skills, a systematic approach, search interest, cognitive activity, practical skills, forms of scientific research activity
This article written in Russian. You can find original text of the article here .

References

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Peer Review

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The list of publisher reviewers can be found here.

The relevance of the research is dictated by the understanding of the importance of instilling research skills at the stage of general education, since it is within its framework that students' abilities for creativity, including scientific ones, are usually manifested. From the point of view of methodology, the work is purely practical in nature. The main research method is an experiment implemented at the diagnostic stage, which is the minimum and sufficient tools for an article of this kind. The work was done in accordance with the norms of scientific style, the list of references from a meaningful point of view meets the requirements and is reflected on the pages of the article. The quotes are generally correct. The research may be of potential interest to a very wide audience of practical teachers, and its theoretical part may become the basis for final qualifying papers. There are a number of comments on the work. Formal. There is only one relatively modern source in the list of references (2016), many sources relate to the decade before last and there are no resources for the current decade, which has already expired by almost half. This is all the more strange for a job devoted to research activities involving innovation. Meaningful. In our opinion, the relevance and novelty of this work are extremely local and actually boil down to the exchange of experience, which is its undoubted practical significance. We would argue with the lack of research on the organization of students' research activities, indicated in the order of contradiction. In our opinion, even with the naked eye it can be seen that the range of work, starting from fundamental theories of developmental learning, ending with methodological developments on problem-based, project-based, etc. training is very wide. The indicated novelty as an understanding of the effectiveness of a systematic approach is, in our opinion, formal, since the pedagogical process is systematic in nature, which is why consistency is its key characteristic at all levels, which is axiomatic from the point of view of pedagogical theory. The theoretical part is carried out to a greater extent on a methodological rather than on a substantive level. Thus, the review of the authors does not describe their specific contribution, main theses, definitions, the significance of their research in the development of the topic, etc. When describing the principles, there is no information about what specific mechanisms of their implementation, manifestation, etc. within the framework of the process under study. These remarks suggest that the manuscript has the character of a methodical (at best scientific and methodological) development, but not a scientific and analytical article. Taking into account the good quality, thoroughness and accuracy in the execution of the text, we believe that it can be published in the practical section of a peer-reviewed pedagogical journal if the publication policy involves the publication of methodological materials.

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Organizing Research Activities in General Education Using the Example of the Lyceum "ISTEK"