ДІАГНОСТИКА ЗА ДОПОМОГОЮ ІНСТРУМЕНТАРІЮ ХАКАТОН-ЕКОСИСТЕМИ ГОТОВНОСТІ СТУДЕНТСЬКОЇ МОЛОДІ ДО НАУКОВО-ДОСЛІДНОЇ ДІЯЛЬНОСТІ

The article seeks to provide insights into the growing role of the research component within the higher education system as a key element in ensuring quality education and boosting student talent and potential. Given that modern society imposes new demands for a more skilled workforce, future professionals must demonstrate not only high-level professional competencies but also display well developed cognitive skills, independence, initiative and creative thinking. In the context of this study, a research competence is viewed as an integral personality trait which translates into the capacity and willingness to resolve research problems independently, mastering of research technology skills, recognition of the value of research and the ability to use it in the professional business settings. The dominant methodology of the study is to build a linear mathematical model that allows evaluating the readiness of student and post-graduates to conduct a research. The developed model provides the minimum, maximum and threshold values as well as diagnostic assessment indicators of the student readiness to perform research. In addition, the study presents a method to assess the readiness of student and post-graduates to research activities which was tested on the basis of the Hackathon Ecosystem of the Kyiv National University of Technologies and Design. The survey held has revealed the structure of a research competence that consists of ten main elements (competencies) of readiness of student and post-graduates to conduct research. Processing the results of the questionnaire has enabled to calculate the weight of each element, their mathematical expectation values, the density of probability distribution, and the average value of all the necessary characteristics for research. The calculation results have verified that the priority competencies of student and post-graduates are motivation to research and the level of academic training. University student and post-graduate engagement into research activities is an integral part of academic training to tackle professional issues. Within the study process, student research practices involve problem-based learning, a professional focus of training through a wide range of problem solving activities, as well as encouraging enhanced creativity. The findings demonstrate that making use of the University Hackathon ecosystem tools will contribute to identifying the students’ and post-graduates’ propensity to research activities, building relevant skills and abilities of research competence.

Research Competence for Teaching Students With Disabilities Act (IDEA) in Russian General Education

Research Competence for Teaching Students with Disabilities Act (IDEA) in Russian General Education needs of students with disabilities are caused by patterns of impaired development: difficulties of interaction with environment (first of all, with surrounding people), problems of individual development; the smaller speed of reception and processing of sensory information; the smaller volume of the information remaining in memory; problems of verbal expression (for example, difficulties in development of verbal generalizations and in nomination of objects); problems of development of any movements (slowness, difficulties of coordination); the slow rate of mental development as a whole; increased fatigability. Taking into account special educational requirements, special educational conditions are created for children with disabilities. Difficulties in interactions with social environment are also caused by special features of development of students with disabilities.

PERSON-ORIENTED APPROACH TO FORMING SCIENTIFIC AND RESEARCH COMPETENCE OF FUTURE ENVIRONMENTALISTS

In the course of the research the theoretical and practical development of the problem of a person-oriented approach to the formation of research and development competence was analyzed. The research was conducted using a systemic synergistic approach, using general scientific methods of analysis, syn-thesis and comparison. The essence of the concepts of "person-oriented learning", " person-oriented approach" is revealed. Conditions and methods of organization of the educational process during the formation of the scientific and research competence from the standpoint of person-oriented approach are considered. It is determined that the use of developed information retrieval systems and computer tools in the educational process realizes the principles of scientific, professional orientation, practical significance and creates the necessary conditions for the implementation of an individual, differentiated person-oriented approach in the formation of research and development competence. An example of the application of a person-oriented approach in the formation of the research competence of future environmental specialists is provided with the help of the developed information-retrieval system of the purification equipment, which allows forming integrative knowledge from ecology and other branches of knowledge. The results of the research may form the basis for further scientific analysis - the development of theoretical and methodological foundations for the formation of scientific research competence of future specialists-ecologists.

THE ESSENCE OF THE CONCEPT “RESEARCH COMPETENCE” IN NATIONAL AND FOREIGN LITERATURE

The article deals with the results of research on the essence of the interpretation of the concept “research competence” in national and foreign literature. The analysis allows to state that national researchers define research competence as an integral personal quality that combines knowledge, skills, abilities and experience of the researcher; it is characterized by motivation and values of research activities. National educators distinguish cognitive, praxeological, axiological and socio-behavioural components; they consider the formation of this competence in the implementation and organization of research activities, a positive attitude towards it and awareness of its importance, regardless of whether it is performed individually or collectively. It is established that foreign researchers have a similar view on the essence of the concept “research competence”. They interpret it as a combination of skills, knowledge and attitudes with models of personal competencies, as a way to interact to achieve results and as the ability to successfully meet individual and social needs; they consider research skills fundamental to creating an evidence base of professional practice, the basis for lifelong learning and the key to innovation and knowledge transfer. The analysis of scientific literature has shown that scientists unanimously declare research competence as one of the most important; they use the concept “ability (readiness) for scientific activity” to emphasize its activity essence. It has been stated that research competence is regarded as the basis for the formation of professional competence, an important educational goal for graduates and the most important qualification of students wishing to continue their studies in a postgraduate training program. Keywords: competence; research competence; research activities; knowledge, skills and abilities; individual and social needs; professional education; scientific literacy; readiness for scientific activity.

Understanding Teacher Education Students’ Research Competence Through Their Conceptions of Theory

Learning a scientific way of thinking is a fundamental aim of university education. It means that there are certain thinking skills that students across all disciplines should learn during their studies. For example, critical thinking and reasoning skills are essential for all university graduates. In addition, students are expected to achieve certain skill levels related to scientific research, for example: learning the basic concepts of science and research methodology, understanding the research process and understanding the nature and origins of scientific knowledge. We call these skills research competence and see research competence as one of the main elements of scientific thinking. We assume that understanding the basic concepts of science is a starting point for the development of research competence and more broadly, for scientific thinking. However, previous studies have shown that scientific concepts are not easy for students to learn. The aim of this study is to increase our understanding of a particular aspect of university students’ research competence by exploring teacher education students’ (N = 179) conceptions of one of these challenging concepts, the concept of theory. The results illustrate that understanding the concept of theory is challenging even for graduating (fourth and fifth year) master students. Only half of them were able to describe the concept of theory in a scientific context suggesting that the other half had unscientific conceptions of theory, named here as non-scientific conceptions. When looking at the students’ who reported scientific conceptions of theory, one quarter of graduating students and a few early stage (first and second year) students had a declarative approach meaning that they were able to describe the concept of theory by using some basic scientific terms. About one fifth of graduating and early stage students had a procedural approach meaning that they were able to describe theory related to research as “doing”. Only a small number of students showed an understanding of the nature and origins of scientific knowledge and the role of research and theory, called here an epistemic approach.

Social pedagogy in Kazakhstan: diagnosis of research competence to explore future counselors

The aim ‎of the study was to distinguish the ways and criteria to diagnose the research competence levels of ‎future counselors in the specialty “Social ‎pedagogy and self-knowledge” and to describe diagnostic tools in ‎accordance with each criterion. The research engaged 103 students acquiring master’s degree in social pedagogy at two Kazakh universities. The participants’ research competence was gauged by 4 criteria and assessed by the “Motives definition of the teaching students of higher educational institutions” test, “The attitude to the research competence of future social workers” test; “Significant attitude to research” test, methods of self-assessment of readiness for professional activity, “Intellectual lability” test, “Assessment of the level of development of research skills of students” test, Common European Framework of Reference for English Language, and the “Diagnostics of the reflexive development level” test. The usefulness of diagnostic tools was approbated for assessment of students’ competence in other pedagogical specialties‎.

ABOUT THE ROLE OF THE SCIENTIFIC METHOD IN THE SPECIALIZED SCIENCE EDUCATION

The main idea of the article is considered the role of the scientific method, which is defined in the Law of Ukraine “On Education” the type of specialized education – science education. The general understanding of the scientific method place in research activity, research competence and for development of pupils’ scientific thinking has been described. The main aim of the implementation concept of science education in education is to teach students to adapt to the ever-changing environment of life, work and study. This process should be based on the application of scientific methods and the development of scientific thinking of pupils. Scientific method ‒ is a cognition instrument, and the educational process is aimed on the one hand to acquire new knowledge, and on the other - to teach students how using and improving personal approach for the effective application of the scientific method in personal purpose. It has been described the value of research activity for further human competitiveness. The main tasks of education are not so much scientific research and the educational process as education through research. The result of such education is interpreted as the constant demand for a student as a specialist in the field of knowledge. In this way, the purpose of science education is the formation of student's research competence, which in turn is based on research activities for the effective implementation of which the student must be able to use scientific methods. Therefore, in order to model a student's research competence and basic competencies in science and technology, it is necessary, among other things, to learn how to use the scientific method as a tool of cognition.