Features of the organization of research activities in a general education institution on 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

Introduction

The modern world is characterized by the intensification of creative activity of all strata of our society. That is why the problem of strengthening the development of the intellectual abilities of the younger generation in education is particularly acute. The fundamental requirement of society in a modern school for the nature of education is the formation of a person's personality who would be able to creatively solve scientific, industrial, social tasks, think critically independently, develop and defend his point of view ^[4]. This is due to the increasing flow of information that a person needs to master, navigate confidently in it, be able to select and use the acquired knowledge, skills, and skills. The solution of these tasks is possible only with the systematic and step-by-step inclusion of schoolchildren in research activities.

The involvement of students in scientific activities is a necessary condition for the implementation of the Federal State Educational Standard of primary general, basic general 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, forms a system of subject skills and personal qualities that meet the requirements of the standard.

A lot of attention is paid to the organization of students' research activities. Research activities were studied by V.V. Belonosova ^[1], V.P. Bespalko ^[2], G.E. Zhurakovsky, A.I. Piskunov, B.E. Raikov, A.I. Savenkov, A.V. Leontovich, I.A. Zimnaya, etc.

However, despite this, the new tasks set for the modern school determine the need for pedagogical research on the problem of improving the organization of research activities.

Thus, the relevance of the study is determined by the following contradictions:

– the need to organize research activities throughout school education and the lack of elaboration of the specifics of the content and forms of organization, allowing to realize its educational potential at different levels of education;

– the desire to promote the development of research competencies among schoolchildren and the lack of development of methodological support at school.

The purpose of the study: to improve the system of scientific research activities in the NCHOU "Lyceum "ISTEK".

The subject of the study: the organization of research activities in the NCHOU "Lyceum "ISTEK".

The methodological basis of the study was:

– a personality-oriented approach in education, where great importance is given to self-development, self-design, self-education, self-realization, and the development of individuality (E.V. Bondarevskaya, O.S. Gazman, V.V. Serikov, I.S. Yakimanova);

– competence-based approach (V.I. Baidenko, I.A. Zimnaya, etc.), which consists in finding ways to ensure a personal-activity position in education.

The theoretical basis of the study was:

– works of teachers and psychologists reflecting the specifics of research and cognitive activity in individual and personal development (V.I. Andreev, A.G. Asmolov, L.I. Bozhovich, I.S. Ilyin, A.N. Leontiev, A.K. Markova, A.S. Obukhov, E.V. Tyaglova, A.V. Khutorskoy, G.I. Shchukina etc.);

– research on the content and forms of organization of research activities (V.I. Andreev, I.V. Homan, G.S. Savenkov);

– works reflecting the principles of the organization of research activities: N.G. Alekseev, P.Ya. Galperin, V.V. Davydov, A.V. Leontovich, I.Ya. Lerner, A.S. Obukhov, P.I. Pidkasisty, I.P. Podlasy).

To achieve this goal and solve problems, the following research methods were used:

– theoretical (forecasting, comparison, analysis of concepts and terms, literature analysis);

– empirical (observation, testing, questionnaire);

The scientific novelty of the research is as follows:

– as a result of a theoretical analysis of literature sources and based on empirical research, it was revealed that the most effective way to organize research activities is to use a systematic approach, which contributes to the active involvement of students in this activity.

The main part

The term "research activity" means a special organization of the educational process or the attribution of research activities to one of the innovative modern educational technologies. This is a scientific activity related to scientific research, research, experiments, in order to expand existing and obtain new knowledge, test scientific hypotheses, establish patterns manifested in nature and society, scientific generalizations, scientific justification of projects [Platonov]. With the help of research activities, an important task of modern education is being solved - the development of students' independence when working with special literature and scientific sources of information in the process of observing and performing experiments, training orientation skills in information flows, obtaining skills to pose a problem and analyzing possible ways to solve it ^[6].

The organization of research activities of students has its own characteristics. V.I. Andreev in his writings notes the role of research activities in the development of cognitive needs ^[7]. V.A. Dalinger considers it important to acquire theoretical knowledge and practical skills through the use of scientific methods of cognition, which in turn is a means of developing creative abilities and research skills K.A. Khalatyan focuses on the fact that solving research problems contributes to the development of the student's personality. A.I. Savenkov, speaking about research activity, calls it intellectual and creative, which is based on search activity ^[10]. A.V. Leontovich considers the solution of creative, research activity to be the main characteristics of research activity tasks with an unknown result in advance. A.S. Obukhov also notes that this is a creative process that develops a research position and forms a worldview. I.A. Zimnaya characterizes research activity as a process of satisfying cognitive, intellectual needs ^[5].

What is common to all the proposed definitions is that they emphasize the importance of carrying out research activities: promotes the development of cognitive needs and interests of students; forms a worldview; develops creative research skills; activates knowledge acquisition; promotes the development of the personality of the subject of learning, etc.

The organization of research activities in an educational institution is based on the following principles:

– the principle of voluntariness;

– the principle of accessibility;

– the principle of problemativeness;

– the principle of taking into account age and individual characteristics;

– the principle of consistency ^[8].

The student's willingness to research knowledge is determined precisely by curiosity and the need to overcome cognitive difficulties. The degree of activity, independence and involvement in scientific research depends on the interest of a teenager. Here, it is important to have a value attitude to the knowledge gained, an interest not only in achieving the result, but also in the very process of scientific research ^[3].

One of the main motivations that encourage a teenager to carry out research activities is his orientation towards obtaining new knowledge.

That is why a questionnaire was conducted among students of grades 7-11 of the NCHOU "Lyceum "ISTEK" in order to identify the motives of the teaching. Appropriate methods were selected: the typology of the motives of the teaching "Ladder of motives" (A.I. Bozhovich, I.K., Markova).

As you know, the desire of schoolchildren to learn depends on their availability:

– cognitive motives – the desire to understand how the world works, to master new skills, to master a profession;

– social motives – the desire to learn in order to earn praise and approval, to communicate with classmates.

Cognitive motives are embedded "inside" the educational activity, and social ones can be considered external to it. Internal and external learning motives can be considered as two poles: one is the child's interest in the activity itself, and the other is the interest in the activity caused by external reasons, for example, the child wants to be loved by parents, respected by peers, he likes to be the first or be the center of attention.

The number of subjects was 144 people. The sample included students aged 13-17 years.

The survey data is shown in the diagram (Figure 1).

Figure 1 – Diagnostic results using the "Ladder of motives" technique

According to the results of the diagram, 57% (82 people) of the surveyed adolescents have cognitive motives in learning. Here, most of the students put "I study in order to know everything" in 1st place. The second most important choice was "I study in order to solve problems myself." It can be said that these students have a more developed internal motivation, which is associated with the student's interest in educational activities. Some students, who generally have cognitive motives, put the social motive "I study in order to please my parents with my success" in the first place. This may be due to the parents' demanding academic success.

In the course of the study, the predominance of cognitive motives by age is traced. The number of students with dominant cognitive motives increases by the older adolescence. So, if in grades 7-9 it is 4-6 people, then in grades 10-11 it is already 10-14 students. From grade 7 to grade 9, the results are approximately the same in each parallel. However, large discrepancies are observed in grades 10-11. This is due to the fact that the main motives are determined by ideas about their future. The selectivity of cognitive motives is dictated precisely by the future choice of profession.

Next, let's look at the results of the study on the scale of "social motives". As we can see, the social motives of teaching prevail in 19 out of 144 teenagers surveyed, which is 13%. Many teenagers replied that they study in order to please their parents. Equally important was the statement that they want to be useful to people. Despite the fact that in this age period, the demands and criticality towards the teacher and his assessment are increasing, only 1 teenager out of the respondents notes the main motive for the teacher to be satisfied with his success. Also, one teenager replied that he studies in order to be respected by his comrades.

30% of adolescents (43 people) have a harmonious combination of cognitive and social motives of learning. That is, for these students, the first 4 places in the hierarchy of motives are occupied by 2 cognitive and 2 social motives. It should be noted that for the majority of the surveyed adolescents, the first 2 places are occupied by cognitive motives.

Thus, the majority of respondents (57%) are dominated by cognitive motives of learning. This is a good basis for engaging in research activities.

With 19 teenagers who revealed the dominance of social motives for learning, there is still work to be done on the development of internal learning motivation. First of all, attention should be paid to the success of these students.

One of the main motivations that encourage students to carry out research activities is their orientation towards obtaining new knowledge. This is confirmed by the results of the conducted research. These motives can be activated by using a systematic approach.

The system of scientific research activities of the ISTEK Lyceum includes a set of measures aimed at developing the scientific potential of students:

1. Participation in competitions and Olympiads. This helps to increase the motivation of students for scientific activities, and also allows them to show their abilities and talents. Olympiads are one of the generally recognized forms of work with gifted children. Starting from the first grade, lyceum students take an active part in rating competitions and Olympiads, which contributes to the development of interest in the subjects studied, as well as stimulates creative activity, initiative, independence of students, and helps students form their own unique creative world. The number of participants in the All-Russian Olympiad of Schoolchildren has increased significantly. Every fifth participant becomes a prize-winner or a winner, which allows them to enroll in leading universities in Russia.

2. Organization of conferences and seminars. One of the traditional events is Science Week, in which lyceum students meet with scientists, present their scientific research for defense, participate in master classes, and visit scientific laboratories.

3. Scientific circles and sections. They allow students to engage in research and experiments under the guidance of experienced mentors. This approach helps to show your abilities and interests in science, as well as develop skills for independent work and information analysis. The Lyceum has clubs of various kinds: "Workshop of Sciences", "Medical and Biological school", "Cryptography", "Smart technologies. Artificial intelligence."

4. Cooperation with scientific organizations and universities provides students with access to modern scientific laboratories, equipment and resources, promotes the development of career guidance.

5. Project activities. Lyceum students from the first to the eleventh grade, under the guidance of scientific supervisors, carry out and defend individual and group projects. This activity involves the active development and use of theoretical and empirical methods of scientific cognition, focused on the formation of students' research competencies.

6. Lyceum Academy of Sciences (LAN). It is headed by a presidium, which includes scientists, teachers, students with achievements in research activities. The structural divisions of the LAN are subject methodological associations that form temporary research teams (VNIK).

7. Summer subject schools offer programs covering various fields of knowledge such as foreign languages, business, journalism, medicine, engineering, physics and mathematics. In the classroom, students apply their knowledge in practice. This can be working on real projects, participating in master classes, or conducting research.

8. Encouragement of scientific achievements. It is an incentive for students and is carried out in the form of awards, grants and other forms of recognition. This approach motivates lyceum students to continue to engage in scientific activities and develop their abilities.

Thus, it is possible to identify the main advantages of a systematic approach to the organization of research activities at the ISTEK Lyceum:

– Development of students' intellectual abilities.

– Formation of interest in science.

– Preparation for future professional activity.

– Development of students' creative potential.

– Success in the future.

Conclusion

During the theoretical analysis of the literature, it was revealed that research activity is defined in modern research as a condition for the personal development of a student, an indicator of individuality, creativity, readiness for self-realization and growth, it contributes to the development of cognitive needs and interests of students; forms a worldview; develops creative research skills; activates knowledge acquisition; promotes the development of the personality of the subject exercises, etc.

The conducted research proved the need to implement a systematic approach in the organization of research activities at the ISTEK Lyceum. This allows students to gain the necessary knowledge and skills, as well as to show their abilities and talents in the scientific field. This approach is an important element of successful learning and contributes to the development of the student's personality.