The development of research skills of junior schoolchildren is carried out in 4 stages, which corresponds to 4 years of study in primary school.
Stage 1 - corresponds to 1st grade. A.I. Savenkov believes that the development of research skills must begin with training, which is a propaedeutic to conducting research in subsequent grades.
In 1st grade, lessons may include tasks aimed at analysis, synthesis, classification, comparison, and generalization. In order to enhance the cognitive research activity of students, it is recommended to use: riddles, puzzles, charades, joke problems, logical tasks and tasks for the development of creative abilities; game moments related to the introduction of fairy-tale characters into the lesson (help ask a question, study, examine, explore, describe, etc.).
At stage 2 - in grade 2, work is carried out in the following areas:
1. Familiarity with the theoretical concepts of research activity such as: research, problem, goals, objectives, hypothesis, methods.
2. Carrying out collective research according to a specific plan (following all stages), on various topics.
3. Various lessons use problem-based and search methods, work with dictionaries and other sources of information.
4. During the classes, tasks are offered aimed at identifying various properties and actions of objects, multiple objects, drawing up a sequence of actions; comparison of objects and sets of objects, logical tasks are proposed. Training in observation techniques continues.
At stage 3 - in grade 3:
1. Students continue to become familiar with research theory.
2. Collective research is conducted on a given topic.
3. Students carry out independent short-term research using existing knowledge and skills.
At stage 4 - in grade 4:
1. Much attention is paid to the ability to work with a source of information, with the information itself, process texts, present the result of one’s work in the form of text, diagrams, models.
2. Preparation and conduct of independent long-term research on topics of interest to students is carried out.
To develop students' research skills, the teacher needs to create conditions that would meet the goal. The initial training methodology includes the following:
1. Focused and systematic. Work on developing research skills should take place both in class and in extracurricular activities.
2. Motivated. Students must see the meaning of their creative independent activity so that they can realize their talents, abilities and capabilities.
3. Taking into account age characteristics. The research should be feasible, interesting, exciting and useful. All stages of research work should be built at a level accessible to primary school students.
4. Psychological comfort. The teacher must give every child the opportunity to believe in themselves, show their best side, support if something doesn’t work out, help, encourage.
5. Personality of the teacher. In order for research work to be effective, you need a highly educated teacher who is creative in his work, striving for something new and progressive.
6. Creative environment. The teacher contributes to the creation of a creative, working atmosphere. Research training for students is designed to provide the following aspects:
The ability to master research methods and use them when studying topics of any school course;
The opportunity to develop interests in certain school disciplines and the process of learning about the world around us and reality in general;
The ability to apply the acquired knowledge and skills in the implementation of one’s own plans and interests.
When organizing educational activities, the teacher must work on developing the following skills:
1. The ability to organize your work (workplace organization, work planning).
2. Skills and knowledge of a research nature (choosing a research topic, planning research stages, searching for information, selecting methods for solving a problem).
3. Ability to work with sources of information (Internet, dictionaries, encyclopedias, scientific articles, children's newspapers and magazines, school textbooks, TV shows, movies and cartoons, etc.)
4. The ability to present the results of one’s creative work, fulfilling the requirements for a speaker’s speech, competently constructing a speech, designing works (projects) in handwritten, printed, electronic, artistic or other versions).
Research activities at the elementary level can be organized by the teacher sporadically or fragmentarily at a certain stage of the lesson, designed for the entire lesson or long-term research using existing knowledge and skills.
Thus, in the process of carrying out research, children develop theoretical knowledge and practical skills.
Forms of work:
Individual approach to lessons, use of elements of differentiated learning in practice, conducting non-standard forms of lessons;
Additional classes for gifted children in subjects;
Participation in school and regional competitions;
Project activities of students;
Visiting the “I am a researcher” club, extracurricular activities;
Competitions, intellectual games, quizzes.
To develop research skills in younger schoolchildren, they can be offered the following forms of work:
Training. Special classes for students to acquire special knowledge and develop their research skills.
Research practice. Students conduct independent research and complete creative projects.
Monitoring. Content and organization of events necessary to evaluate and manage the process of solving research learning problems (mini-courses, conferences, defense of research papers and creative projects, etc.).
During the training to develop research abilities, students must acquire special knowledge, skills and research skills. These include knowledge, skills and abilities:
See problems;
Ask questions;
Make hypotheses;
Define concepts;
Classify;
Observe;
Conduct experiments;
Draw conclusions and conclusions;
Structure the material;
Prepare texts of your own reports;
Explain, prove and defend your cases.
Research skills of junior schoolchildren are formed during research activities. According to the definition of I. A. Zimnyaya and E. A. Shashenkova, research activity is “a specific human activity that is regulated by the consciousness and activity of the individual, aimed at satisfying cognitive, intellectual needs, the product of which is new knowledge obtained in accordance with the set goal and in accordance with objective laws and existing circumstances that determine the reality and achievability of the goal. Determining specific methods and means of action, through posing a problem, isolating an object of study, conducting an experiment, describing and explaining the facts obtained in the experiment, creating a hypothesis (theory), predicting and testing the knowledge gained, determine the specifics and essence of this activity.”
In order to fully study the concept of “research activity”, we studied the concepts of “activity” and “research”
Activity is a process (processes) of active interaction between a subject and the world, during which the subject satisfies some of his needs. An activity can be called any activity of a person to which he himself attaches some meaning. Activity characterizes the conscious side of the personality.
The concept of activity can be defined as a specific type of conscious activity of a person, during which a person learns and improves the world around him, as well as himself and the conditions of his existence.
Research, in contrast to spontaneous forms of cognition of the surrounding world, should be considered as a special type of intellectual and creative activity, generated as a result of the functioning of the mechanisms of search activity and built on the basis of research behavior.
Search activity is the beginning of search activity, then search behavior as a way of interacting with the outside world. Developed search activity creates conditions for the development of research abilities, on the basis of which research behavior is formed. And it is the source of a healthy personality. According to A.I. Savenkova, it is search behavior that allows you to act in non-standard situations. And this is not just activity in conditions of uncertainty, but adequate behavior in such a situation with the manifestation of all the skills that are formed through research training: assessing the situation, modeling, predicting, the ability to build one’s action.
According to A. N. Poddyakova’s definition, exploratory behavior is behavior , aimed at searching and acquiring new information, one of the fundamental forms of interaction between living beings and the real world. Research behavior and initiative play a huge role in mastering new areas of knowledge, acquiring social experience and personal development. . However, exploratory behavior can be qualitatively different. In one case, intuition takes the leading role and then the child acts by trial and error. In another case, the child’s thoughts are largely built on the basis of logic and a logical attitude to the world. In this case, the child always analyzes his actions, evaluates them and predicts the results. This behavior is based on the child’s research abilities.
In order to take a child’s research activity to a qualitatively new level, search activity alone is not enough; analysis of the results obtained, construction of hypotheses for the further development of the situation, modeling and implementation of one’s further actions—correction of research behavior—are also important. but this is not enough to increase the level of research activity. Only after a new adjusted observation and experiment and evaluation of one’s activities, the research is taken to a new level.
Research, investigative behavior is an integral part of the behavior of any living creature, and in particular of a primary school student, because the basis of such behavior is curiosity. Research helps to adapt to an ever-changing world and also leads to personal development.
Research activities are always active when any contradiction or gap in knowledge arises. A child engaged in such activities always strives to explain all the contradictions and fill in all the gaps, then he feels satisfied, and his research skills grow qualitatively.
Research activity, as defined by A. I. Savenkov, is understood as the activity of students associated with solving creative research problems with a previously unknown solution and involving the following stages: formulation of the problem, study of the theory devoted to this issue, selection of actions for research and practical mastery of them , observation and collection of one’s own material, then its analysis, generalization and one’s own conclusion..
Research can be classified in different ways:
· by the number of participants (collective, group, individual);
· by location (in-class and out-of-class);
· by time (short-term and long-term);
· on the topic (subject or free),
· on the problem (mastery of program material; deeper mastery of the material studied in the lesson; questions not included in the curriculum)..
The teacher determines the level, form, and time of research depending on the age of the student, his predisposition to research activities and specific pedagogical tasks.
Based on this, we can identify the following skills necessary when carrying out research activities:
ability to see problems;
ability to ask questions;
ability to develop hypotheses;
the ability to define concepts;
ability to classify;
ability to observe;
ability to conduct experiments;
the ability to draw conclusions and inferences;
ability to structure material;
the ability to prove and defend your ideas.
We agree with researcher A.B. Mukhambetova, who considers skill as readiness to carry out a certain activity based on the conscious use of knowledge and life experience, with awareness of the purpose, conditions and means of this activity. In turn, research is the study, clarification of any facts, processes or phenomena based on existing knowledge.
It is important that research has the following features: the desire to determine and express the quality of the unknown with the help of the known; be sure to measure everything that can be measured, to show the numerical ratio of what is being studied to what is known; always determine the place of what is being studied in the known system. If a scientific search has these three characteristics, then it can be called research.
The study also assumes the following main stages:
· formulation of the problem;
· study of the theory devoted to this issue;
· selection of research methods;
· collection of material, its analysis and synthesis;
· scientific commentary;
· own conclusions..
We agree with researcher Savenkov A.I. is that the practice of conducting educational research with primary schoolchildren can be considered as a special area of extracurricular or extracurricular work, closely related to the main educational process and focused on the development of children’s research and creative activity, as well as on deepening and consolidating their existing knowledge and skills , skills..
Thus, in the context of our research, speaking about the essence of the research activity of a junior schoolchild, we will share the position of the scientist N.A. Semenova, who understands by this the specially organized, cognitive creative activity of students, in its structure the corresponding scientific activity, characterized by purposefulness, activity , objectivity, motivation and consciousness. The result of this activity is the formation of cognitive motives and research skills, subjectively new knowledge and methods of activity for the student, and the personal development of the student. We identify the following research skills that are characteristic of primary school students: the ability to organize one’s activities, work with information, carry out educational research, formalize and present the result of research, analyze and evaluate research activities.
It can also be noted that research activity is an acceptable way of working with children, but it differs in some features and cannot exist as the only type of activity in the lesson, since the main difference between educational research activity and scientific research is that the main goal of this activity is not the acquisition of new knowledge, and the acquisition of research skills as a universal way of mastering reality. At the same time, they develop abilities for a research type of thinking, and their personal position is activated.
Currently, the Federal State Educational Standard for Educational Education requires teachers to develop universal educational activities in elementary school students, which can be formed both in class and outside of class time, engaging in research activities with children that will be of interest to them.
Tasks for the development of research
skills of junior schoolchildren
1. Tasks for developing the ability to see problems
A problem is a difficulty, an uncertainty. To eliminate a problem, actions are required, first of all, these are actions aimed at investigating everything related to this problem situation. Finding problems is not easy. Finding a problem is often harder and more educational than solving it. When performing this part of research work with a child, one should be flexible and should not necessarily demand a clear understanding and formulation of the problem, or a clear designation of the goal. Its general, approximate characteristics are quite sufficient.
The ability to see problems is an integral property that characterizes human thinking. It develops over a long period of time in a variety of activities. Here are some tasks that will help in solving this complex pedagogical task.
Assignment “Look at the world through someone else’s eyes.”
An unfinished story is read to the children:
“In the morning the sky was covered with black clouds and it began to snow. Large snow flakes fell on houses, trees, sidewalks, lawns, roads...”
Assignment: continue the story, imagine yourself walking in the yard with friends; a truck driver driving down the road; a pilot setting off on a flight; mayor of the city; a crow sitting on a tree; bunny in the forest.
“In the fourth grade there is simply an “epidemic” - everyone is playing space aliens...”
Assignment: continue the story, assessing this situation from the position of a teacher, a school doctor, a school psychologist, a classmate of these guys, one of the space aliens, a computer on which the texts of letters to the aliens are typed.
“Someone spilled water in the school lobby. Misha ran and...”
Assignment: continue the story, assessing this situation from the perspective of a teacher, a school doctor, a school psychologist, Mishka’s friend, Mishka’s sister, Mishina’s grandmother.
“Workers dug a large trench near the entrance to our house. They have been repairing the pipes lying there for the second day now...”
Assignment: continue the story, assessing this situation from the perspective of the residents of this house, the children playing on the playground, the mayor of the city, the car driving to the house, the workers.
Task “Write a story on behalf of another character.”
“Imagine that for some time you became a table in a classroom, a pebble on the road, an animal (domestic or wild), or a person in a certain profession. Describe one day of this imaginary life of yours.”
This work can be done in writing by asking children to write an essay, but oral stories also have a good effect. When completing this task, the most interesting, most inventive, and original children's answers should be encouraged.
The task “Make a story using this ending.”
“…We never managed to go to the dacha.”
“…The orangutan sitting in the neighboring enclosure did not pay any attention to this.”
“…The bell rang from the lesson, and Dima continued to stand at the blackboard.”
Think and talk about what happened in the beginning and why it ended the way it did. The logic and originality of the presentation is assessed.
Task “How many meanings does an object have.
An object that is familiar to children is offered (pencil, brick, chalk, box...) Find as many options as possible for non-traditional, but at the same time real use of this object.
Task “Name as many characteristics of an object as possible”
The children’s task is to name as many possible signs of this object as possible. (For example: a table - beautiful, large, new, tall, plastic, children's, writing, dining, comfortable...)
Assignment “One topic - many stories”
Come up with and draw as many stories as possible on the same topic. (For example, the theme is “Autumn”, “City”, “Forest”... you can draw a forest in autumn, birds flying away, work in the fields, schoolchildren going to school, etc.)
2. Tasks for developing the ability to put forward hypotheses.
A hypothesis is a basis, an assumption, a judgment about the natural connection of phenomena. Children often express a variety of hypotheses about what they see, hear, and feel. Many interesting hypotheses are born as a result of attempts to find answers to one’s own questions. A hypothesis is a prediction of events. Initially, a hypothesis is neither true nor false - it is simply undefined. Once it is confirmed, it becomes a theory; if it is refuted, it also ceases to exist, turning from a hypothesis into a false assumption.
The first thing that makes up a hypothesis is a problem. Methods for testing hypotheses are usually divided into two large groups: theoretical and empirical. The first involves relying on logic and analysis of other theories (existing knowledge) within the framework of which this hypothesis is put forward. Empirical methods for testing hypotheses involve observation and experimentation. Building hypotheses is the basis of research and creative thinking. Hypotheses make it possible to discover and then evaluate their probability through theoretical analysis, thought or real experiments. Thus, hypotheses make it possible to see the problem in a different light, to look at the situation from a different angle.
Tasks to develop the ability to develop hypotheses.
Assignment “Let’s think together.”
How do birds find out the way to the south?
Hypotheses:
1. Maybe birds determine the road by the sun and stars.
2. Birds probably see plants (trees, grass, etc.) from above, and they indicate the direction of their flight.
3. Suppose that the birds are led by those who have already flown south and know the way.
4. Let's assume that birds find warm air currents and fly along them.
5. Or maybe they have an internal compass, almost like on an airplane or on a ship.
6. And if the birds definitely find their way to the south, it’s because they catch special signals from space. (provocative idea)
Why do buds appear on trees in spring?
Why doesn't the snow in the mountains melt in the summer?
Why does a plane leave a trail in the sky?
Exercise on circumstances.
Under what conditions would each of these items be very useful? Can you think of conditions under which two or more of these items would be useful:
Oil deposit
Toy boat
Orange
Mobile phone
Kettle
Bouquet of daisies
Hunting dog.
An exercise that involves a reverse action.
Under what conditions can these same objects be completely useless and even harmful?
Tasks like “Find a possible cause of the event”
- The bells are ringing.
- The grass in the yard has turned yellow.
- The firefighting helicopter circled over the forest all day.
- Friends quarreled.
Exercise “What would happen if a wizard granted the three most important wishes of every person on Earth?” We need to come up with as many hypotheses and provocative ideas as possible to explain what would happen as a result.
This interesting task for training skills in developing hypotheses and provocative ideas is used in a number of schools for gifted children abroad.
3. Assignments to develop questioning skills
In the process of research, as with any knowledge, the question plays one of the key roles. A question is usually seen as a form of expressing a problem; compared to a question, a problem has a more complex structure, figuratively speaking, it has more voids that need to be filled. The question directs the child’s thinking to search for an answer, thus awakening the need for knowledge, introducing him to mental work.
Questions can be divided into two groups:
1. Clarifying (direct or “whether” questions): is it true that...; is it necessary to create...; should…. Clarifying questions can be simple or complex. Complex questions are those that actually consist of several questions. Simple questions can be divided into two groups: conditional and unconditional. For example: Is it true that you have a parrot at home? - a simple unconditional question. Is it true that if a kitten refuses to eat and does not play, then it is sick? - a simple conditional question.
There are also complex questions that can be broken down into several simple ones. For example: Will you play computer games with the guys or do you prefer to play alone?
2. Complementary (or vague, indirect, “to” questions) They include the words: where, when, who, what, why, which and others. These questions can also be simple or complex. For example: Who, when, and where can build this house? - complex issue. It can easily be divided into three independent questions.
Task “Find the mysterious word.”
Children ask each other different questions about the same subject, starting with the words “what”, “how”, “why”, “why”. A mandatory rule is that there must be a clearly invisible connection in the question. For example: in a question about an orange, it is not “What kind of fruit is this?”, but “What kind of object is this?”
A more complex option is also possible. One of the participants thinks of a word, but tells everyone only the first letter (sound). Participants ask him questions. For example: “Is this what is in the house?”; “Is this object orange?”; “Is this item used in the transportation of goods?”; “Isn’t this an animal?” The child who thinks of the word answers “yes”, “no”.
Game “Guess what they asked.”
The student who comes to the board is given several cards with questions. Without reading the question out loud or showing what is written on the card, he answers it loudly.
For example: the card says “Do you like sports?” The child answers “I love sports.” Everyone else needs to guess what the question was. Before completing the task, you need to agree with the answering children so that they do not repeat the question when answering.
- Why do owls hunt at night?
- Why are commuter trains called “electric trains”?
- What do you call birds that can repeat human speech?
- Can people live without computers?
- Why do rivers flood in spring?
4. Tasks for developing the ability to define concepts.
To find out how developed a child’s ability to generalize and formulate concepts is, different methods are used. One of the most effective and simplest is the method of defining concepts. The child is offered an object or word, and is asked to define this object: “What is this?” For example: “What is a tram?” Someone will say that this is a vehicle for transporting people, and someone will answer that a tram is something that is used to ride on rails. In the first case, we see a situation where generic and specific differences are fixed, that is, the logical relationships between a class of objects and its representative are correctly reproduced. In the second case, we are faced with an indication not of an object, but of its function.
To help children understand the importance of definitions, you can use the following task:
“Aliens have arrived on Earth. They know nothing about our world and have not seen anything. Tell them as clearly and briefly as possible what it is:
A) Boat, apple, pencil, table, book, toy, newspaper, hero, catch, prickly.
B) Helicopter, plum, eraser, chair, notebook, doll, magazine, enemy. Throw, easy."
In order to learn to define concepts, you can use simple techniques: description, characterization, explanation through example, observation, comparison, differences, generalization, riddle as definitions of concepts and others.
5. Tasks for developing skills and experimentation skills
Experiment is the most important research method. Experiment - test, experience. This is the most important method of knowledge in most sciences. With its help, a wide variety of phenomena are studied under strictly controlled and controlled conditions.
The experiment assumes that we actively influence what we study. Any experiment involves carrying out some practical actions for the purpose of verification and comparison. But there are also mental experiments, that is, those that can only be carried out in the mind.
Thought experiment.
During thought experiments, the researcher mentally imagines each step of his imaginary action with an object and can see the results of these actions more clearly. Let's try to solve the problem through a thought experiment: Are the shadows drawn correctly?
Look at the drawing. It depicts the sun and geometric bodies. Did the artist draw their shadows correctly? Why should shadows be different? Which shadow corresponds to each of the geometric bodies depicted?
Here are some more problems for thought experiments:
- What can be made from a piece of paper?
- What will happen if everyone grows taller?
- What is needed to feed all of humanity?
- If the lake was a table, what would a boat be?
Experiments with real objects.
Experiment “Measuring the volume of a drop”.
The simplest way is to drop a drop into a container of known volume (for example, a pharmaceutical test tube). Another way is to use a pharmacy scale to determine how many drops are in one gram. Then we divide the gram by the number of drops and get the weight of one drop, and therefore, we can calculate its volume.
Experiment “Determining the buoyancy of objects.”
Let's invite the children to collect ten different objects. For example, a wooden block, a teaspoon, a small metal plate, a pebble, an apple, a plastic toy, a cardboard box, a metal bolt, etc.
Now that the items have been collected, you can make hypotheses about which items will float and which will sink. These hypotheses must then be tested. Children cannot always hypothetically predict the behavior of objects such as an apple or plasticine in water; in addition, a metal plate will float if it is carefully lowered into the water without pouring water inside; if water gets in, it will sink.
After the first experiment is completed, we continue the experiment. Let's study the floating objects ourselves. Are they all light? Do they all float equally well? Does buoyancy depend on the size and shape of an object? Will a plasticine ball float, and what if we add plasticine to it? For example, the shape of a plate? What happens if we combine a floating and a non-floating object? Will they float or will they both drown? And under what conditions is both possible?
When it comes to developing students' research abilities, the person who supports search activity is an adult. Acceptance and support of activity in research activities is carried out in constant interaction between children and adults. In this work, any criticism towards the child from the teacher, parents, or comrades should be excluded.
Development of research skills of junior schoolchildren
Research - extract something “from the trace”, i.e. restore a certain order of things according to signs, imprints of the general law in specific random objects or phenomena.
The fundamental feature of the organization of thinking during research: observation, concentration, analysis.
Development of properties: observation, attentiveness, analytical skills.
In modern pedagogy, by degree child's independence, stands out three levels of implementation of “research learning”:
First and the simplest one is when an adult poses a problem and outlines the strategy and tactics for solving it. In this case, the child will have to find the solution on his own.
Second level – the adult poses a problem, but the child looks for a method to solve it on his own. At this level, collective search is allowed.
On the third– at the highest level, the child poses the problem, searches for methods for its investigation, and develops a solution independently.
If we consider structure of a child's educational research, then it is easy to notice that it, just like research conducted by an adult scientist, inevitably includes the following main stages:
Statement of the problem (choice of research topic);
Clarification of unclear issues;
Formulating a research hypothesis;
Planning educational activities (searching for and proposing possible answer options);
Data collection;
Data analysis and synthesis;
Preparing messages;
Speech with messages, report, layout, etc.;
Answers to questions, adjustments;
Generalizations, conclusions.
Self-esteem.
The most decisive link is the teacher. The role of the teacher is changing and not only in research teaching. From a carrier of knowledge and information, a teacher turns into an organizer of activities, a consultant and a colleague in solving a problem, obtaining the necessary knowledge and information from various (maybe non-traditional) sources. Working on research allows you to build conflict-free pedagogy, relive the inspiration of creativity together with children again and again, and transform the educational process from a boring forced exercise into productive creative work.
Work to develop research skills
In 1st grade:
Problem-based, partly exploratory learning under the guidance of a teacher;
Lesson - research (at the beginning of the year the problem is stated
teacher, the search for a solution is carried out by students using leading questions; then, whenever possible, the problem is posed independently, with some help from the teacher; assumptions, searching for solutions as independently as possible; conclusions under the guidance of the teacher);
Short-term observational studies with descriptions (under the guidance of a teacher).
In 1st grade, lessons may include tasks aimed at mastering general logical skills (analysis, synthesis, classification, comparison, generalization). Similar tasks can take place in mathematics, literacy, and the environment lessons.
In 2nd grade work is carried out in the following areas:
1. Familiarity with the theoretical concepts of research activity, such as research, information, knowledge, hypothesis, etc.
2. Carrying out collective research according to a specific plan (following all stages), on various topics. The teacher organizes joint activities, directing them to carry out research, during which students master practical research skills. For example, research topic “Our school”. Problem: the contradiction between the need and opportunity to know the history of one’s school and the lack of knowledge on this topic. Goal: organize a search for information related to various aspects of the school’s existence. Research objectives: find information about the history of the school, information about the clubs and sections that exist at the school, find out quantitative characteristics (how many students, teachers, classes, classrooms, etc.), study the structure of the school, its surroundings, etc. Research methods: survey, literature search, observation, etc. In order to complete each task, groups of students are assigned to work on research in a certain direction. Students have the right to choose the task that is most interesting to them.
3. Work continues on conducting short-term studies in the context of studying materials from various disciplines.
4. Problem-based and search methods are used in the lessons, which also introduce terminology and some concepts about research methods, work with dictionaries and other sources of information.
5. During the classes, tasks are offered aimed at identifying various properties, actions of objects, multiple objects, drawing up a sequence of actions; comparison of objects and sets of objects, logical tasks are proposed. Work is being done to identify cause-and-effect relationships and to teach observation and description techniques.
6. Independent long-term research is being prepared on topics of interest to students. The study is carried out under the guidance of the teacher, then with the help of parents.
In 3rd grade:
1. Students continue to become familiar with research theory and research methods. The lessons use game methods, travel, and fairy tale material.
2. Collective research is conducted on a given topic. Third-graders are more active and have innovative approaches and proposals in carrying out research activities.
3. Students carry out independent long-term research using existing knowledge and skills (they search for information, learn to highlight the main thing, formulate definitions, carry out simple experiments, observe, compose reports). Students conduct surveys and surveys.
4. The progress of the research is discussed, and the teacher provides advisory assistance. By the end of the year, most students should be able to choose a research topic with a sufficient degree of independence, draw up a research plan, identify one or two tasks, find material, and present a presentation.
In 4th grade attention is paid to the ability to work with a source of information, with the information itself, process texts, present the result of one’s work in the form of text, diagrams, models
To form them, it is possible to solve educational and research problems (tasks, the process of solving which requires the implementation of one or more research skills), using traditional technologies in combination with information ones.
For example, developing research skills - ability to determine the impact of changing conditions to change the properties of an object. This skill, unlike many general research skills that require a high level of mental activity (and are available only in high school), can begin to be developed already in the lower grades. Work on this skill is carried out during the implementation of research tasks that involve the implementation of one or several stages of research activity:
analysis of initial information;
detection, formulation, awareness of the problem;
putting forward a hypothesis; setting up an experiment;
theoretical justification;
refinement and clarification of the initial hypothesis, formulation of conclusions; generalization and application of new knowledge.
Mathematics learning tasks are most suitable for developing research skills to establish the influence of changing conditions on changing an object. Interactive tasks are good because they allow the student to see how the data he enters influences the situation and what changes they lead to. At In this regard, you can use different models: material, verbal, symbolic, graphic. Mastering modeling as a mathematical method and a general research method is one of the goals of primary mathematical education. The main difference between computer models is that they can be dynamic. Using them with other models allows students to observeprocess changes and record it differentlyresult.
Types of educational research:
By the number of participants: individual (independent), group, collective;
By location: class, extracurricular;
By time: short-term or long-term;
Research article on the topic:
« Development of research skills of junior schoolchildren through educational projects».
Annotation. The article discusses research skills and their development through educational projects. As well as work on an educational project, stages of work on a project that serve to develop research skills. The author concludes that educational projects create conditions for the development of children's curiosity and the need for independent active knowledge of the world around them.
The educational process in a modern primary school should be aimed at achieving a level of student education that would be sufficient for them to independently solve problems of an applied or theoretical nature. Achieving this goal is associated with the organization of educational activities with a research focus. This problem is especially relevant for elementary school students, since it is at this stage that educational activity is leading and determines the development of an individual’s cognitive abilities.
The work of A.I. is devoted to the problem of developing research skills. Savenkova, N.A. Semenova and others. Scientists distinguish them from general educational skills, point out the research nature of the activity in which they develop and connect them with the development of such mental operations as analysis, synthesis, comparison, generalization, abstraction, concretization, classification, systematization.
By research skills we will understand the student’s ability to perform mental and practical actions that correspond to scientific research activities and are subject to the logic of scientific research on material accessible to children, based on knowledge, skills and abilities acquired as a result of studying the fundamentals of science and the experience of their own practical activities. Unfortunately, in teaching practice there remains a tendency towards the spontaneous formation of research skills. The main form of organizing work on developing these skills remains working with a book: writing reports, abstracts, essays, presentations, which do not provide a high level of their development due to their stereotyped nature, limitation to a narrow topic, and often the presence of a ready-made list of references.
An important place among the methods that form research skills is occupied by the project method, because includes a set of research, search, problem methods and is focused on the independent activity of students, which can be carried out individually, in pairs or in a group. It involves creating educational situations that:
Show younger schoolchildren phenomena that contradict their existing ideas;
Encourage students to express their assumptions and guesses;
Provide an opportunity to test these assumptions;
Present the results of your research to your classmates, teachers, and parents so that they appreciate the importance of the data obtained.
Modern researchers of the project method (N.V. Matyash, V.D. Simonenko, N.Yu. Pakhomova, E.S. Polat, etc.) believe that the use of this method in a complex allows solving educational (obtaining knowledge in subjects), developmental (developing the ability to pose a problem, plan one’s activities, present the products of activity, etc.), educational (developing the ability to work together, accept the opinion of a friend, etc.) tasks. Scientists point to the developmental nature of the project method and project activities in general; they note that the implementation of educational projects develops the arbitrariness of mental processes in children, increases cognitive activity, stimulates the desire for research, forms new personal formations, promotes mastery of educational activities and the assimilation of its structure.
An educational project is a set of actions specially organized by the teacher and independently completed by children to solve a subjectively significant problem, culminating in the creation of a product and its presentation as part of an oral or written presentation. At different stages of the project, students are required to have certain skills. These are problematization, goal setting, organization of activities, introspection, self-assessment, presentation of the results of one’s activities, communication, and the ability to make and apply decisions.
When working on an educational project, students demonstrate maximum independence in choosing a topic, setting goals and objectives, searching for the necessary information, analyzing it, structuring and synthesizing it, researching and making decisions, organizing their own activities and interacting with partners. The student is required to apply what is already known and “discover” new knowledge. Let's consider what skills are developed at each stage of the educational project.
At the organizational stage, junior schoolchildren are faced with the task of choosing a research topic and clarifying the goals of the upcoming work. If a student knows exactly what interests him, then choosing a topic is quite easy for him. If a junior student cannot immediately determine his range of interests, then it is necessary for him to answer the questions: “What do you most often do in your free time?”, “What of the things you studied at school would you like to know more deeply?” etc. At this stage, the ability to “see a problem” is formed and identify problems, set tasks arising from this problem; realize and accept the cognitive task, see the essence of the assigned educational task.
At the planning stage, junior schoolchildren clarify information on the topic, put forward hypotheses, determine the goals and objectives of the upcoming work, and choose research methods. It is difficult for younger schoolchildren to independently put forward a hypothesis for their research, so we propose to use the supporting words “suppose ...”, “let’s say ...”, “possibly ...”, “what if ...”, which will help students put forward an assumption to explain the phenomenon they are studying. At this stage, younger schoolchildren develop the ability to draw up a plan for their activities; build hypotheses; determine the purpose of your work, the structure of the research; independently generate ideas, choose the most productive way to solve a problem, etc.
When completing a project, primary schoolchildren need to use existing knowledge on the problem, turn to children's reference books and encyclopedias, a computer, and educational films; You will need the ability to observe, use special instruments (simple magnifying glasses, binoculars, etc.), and conduct experiments. When all the material on the problem has been collected, it is necessary to isolate the main concepts from the text, divide the main processes, phenomena, etc. into groups; put the main ideas in order; draw conclusions, conclusions; prepare drawings, diagrams, blueprints, layouts, etc. At this stage, the ability to independently find missing information and use alternative ways to search for information is developed; express plans and make adjustments to a previously adopted action plan; classify according to any criteria, observe, compare, conduct an experiment, establish cause-and-effect relationships, analyze and summarize the facts studied, practically apply knowledge, skills and abilities in various, including atypical situations.
At the stage of presenting the results of their research, the task of junior schoolchildren is to convey their ideas to those who will consider the results of research innovation in general and professional education. Students develop the ability to reason, defend their point of view, draw conclusions, highlight the main and secondary.
When assessing the results of activities, junior schoolchildren must independently evaluate the process and result of their activities and the activities of their comrades, understand and apply the criteria for evaluating projects, and answer questions from the audience. This is very important for working on the next project, since, taking into account his previous experience, its positive and negative aspects, and having a desire to improve, the student will rise to a qualitatively new level in each new study.
Thus, an educational project is a powerful tool for shaping the thinking of younger schoolchildren, since it has great potential for the development of mental operations, increasing activity, focus, flexibility of thinking, and contributes to the formation of a culture of logical reasoning. The criteria for determining the degree of development of a particular research skill in younger schoolchildren can be the student’s immediate readiness to conduct research, which consists in the fact that the student has, to one degree or another, mastered research skills and applies them in his research.
The organization of work on the development of research skills through the implementation of educational projects showed that students’ level of knowledge has increased, which is manifested in the independent “discovery” of new knowledge, the establishment of patterns of the phenomena being studied, and the deepening of their knowledge on the problem of interest. The level of mental activity has changed. Younger schoolchildren began to view the material as independently obtained information that was important to them. Children’s cognitive interests and their desire for creative independent work in the classroom and outside of school hours are more clearly manifested.
Thus, the formation of research skills through the implementation of educational projects allows us to lay the foundation for the formation of the educational activities of a primary school student - a system of educational and cognitive motives, the ability to accept, maintain, implement educational goals, plan, control and evaluate educational actions and their results. Educational projects create conditions for the development of children's curiosity and the need for independent active knowledge of the world around them.
Used Books:
1. Matyash N.V., Simonenko V.D. Project activities of junior schoolchildren: book. for teacher beginning class M.: Ventana-Graf, 2004. 112 p.
2. Pakhomova N.Yu. Method of educational project in an educational institution: a manual for teachers and students. ped. universities M.: ARKTI, 2008. 112 p.
3. Polat E.S. Technology of telecommunication projects // Science and school. 1997. No. 4. pp. 47 – 50.64 Izvestiya VGPU
4. Savenkov A.I. Psychological foundations of a research approach to learning: textbook. allowance. M.: Os-89, 2006. 480 p.
5. Semenova N.A. Development of research skills of junior schoolchildren: dis. ...cand. ped. Sci. Tomsk, 2005.