Педагогические основы организации научно-исследовательской деятельности как формы самостоятельной работы студентов

Russian Journal of Education and Psychology. 2022. Т. 13. № 1. С. 32–47.

Сергеева О. Н.

Background. The context and the science tasks have changed recently
which means that there is a need for an updated methodology to form and
develop university students’ ability to do a research, i.e. to plan, carry
out and present its’ results. Before we develop an educational program
or a course that is aimed at developing this set of skills, it is important
to break the whole process down into stages so that we could see the
progress of a student doing a research at university who is getting more
and more self-reliant from the start to the end of a project.
Materials and methods. The research was done by means of literature
review and experience analysis in order to identify pedagogical and methodological background issues that underlie the process of mastering
the research skills as part of the self-study competence at university.
Results. Based on the findings, we suppose that there are four stages; we
called them the (1) Introductory (controlled) stage, (2) Forming (guided)
stage, (3) Creative (free) stage, and (4) Independent (reflective-analytical)
stage. All four stages smoothly follow one another stimulating and supporting
students while they are involved in a research project till they are
able to cope with it with the minimum support provided by a third party.
Conclusion. The developed scheme of the stages can also serve as a
basis for the life-long learning afterwards. When a student masters this
set of skills at all four levels, he or she is then capable of repeating the
experience starting with the very first stage in another context in their
home country or abroad – at another university, research organization,
or in another field of research.

Keywords: самостоятельная работа студентов, научно-исследовательская деятельность студентов, research skills, students' self-study