Write a step-by-step scientific research using an example study. Guidelines for the preparatory phase of the study
The concept of the study is the main idea that links together all the structural elements of the methodology, determines the order of the study, its main stages.
In the design of the study, the following are arranged in a logical order: necessary elements:
– purpose, objectives, research hypothesis;
- Criteria, indicators of the development of a particular phenomenon, correlated with specific research methods;
- the sequence of application of these methods, the procedure for managing the course of the study (experiment);
- the procedure for registration, accumulation and generalization of research material;
- the procedure and forms for presenting the results of the study.
The purpose of the study determines its stages. Typically, a study consists of three working steps.
The first stage includes:
– choice of scientific problem and topic;
- definition of the object and subject of research, goals and main tasks;
– development of the research hypothesis.
The second stage of work contains:
- choice of methods and development of research methodology;
- directly special processes of the scientific research itself;
- formulation of preliminary conclusions, their testing and clarification;
– substantiation of final conclusions and practical recommendations.
The third stage is the final
It is built on the basis of the implementation of the obtained research results into practice. The work is written in writing.
The logic of each study is specific. Any researcher proceeds from the nature of the scientific problem, the goals and objectives of the work, the specific information material that he has, the level of research resources and his capabilities. Each working stage of the study has its own characteristics.
The first stage consists of choosing a field of study, and this very important choice due to both objective factors (relevance, novelty, prospects, value, etc.) and subjective (experience of the researcher, his scientific and professional interest, abilities, inclinations, mindset, etc.).
The problem of scientific research is accepted as a category, meaning something unknown in science that has to be discovered, proved.
Topic. It reflects a scientific problem in its salient features. A successful, semantically accurate formulation of the topic clarifies the problem, outlines the scope of the study, concretizes the main idea, thereby creating the prerequisites for the success of the work as a whole.
Object of study. This is the totality of connections, relations and properties that exists objectively in theory and practice, requires some specific clarifications and serves as a source of information necessary for researchers.
Subject of study. This element is more specific and includes only those connections and relationships that are subject to direct study in this research work, set the boundaries of scientific research in each object.
In a scientific work, several subjects of research can be distinguished, but there should not be many of them.
The purpose and objectives of the study follow from the subject of the study.
The goal is formulated briefly and extremely precisely, in a semantic sense expressing the main thing that the researcher intends to do. It is specified in detail and developed in the tasks of the study.
For example, research tasks in a scientific work can be ranked as follows:
The first task, as a rule, is associated with the identification, clarification, deepening, methodological justification of the essence, nature, structure of the object under study.
The second is connected with the analysis of the real state of the subject of research, dynamics, internal contradictions of development in time and space.
The third one concerns the main possibilities and abilities of transforming the subject of research, modeling, experimental verification.
The fourth one is connected with the identification of directions, ways and means of increasing the efficiency of improving the phenomenon, process under study, i.e. with practical aspects scientific work, with the problem of controlling the object under study.
There should not be many tasks in research work.
Formulation of a hypothesis.
The clarification of specific tasks is carried out in a creative search for particular problems and research questions, without the solution of which it is impossible to realize the methodological concept, to solve the main problem.
For these purposes, special literature is studied, existing points of view, scientific positions are analyzed; issues that can be resolved with the help of existing scientific data, and those whose solution represents a breakthrough into the unknown, a new step in the development of science and, therefore, requires fundamentally new approaches and knowledge that anticipate the main results of the study.
Hypotheses are:
a) descriptive (the existence of a phenomenon is assumed);
b) explanatory (revealing its causes);
c) descriptive and explanatory.
To scientific hypothesis the following specific requirements apply:
- it should not include too many provisions. As a rule, one main, rarely more for special special needs;
- it cannot include concepts and categories that are not unambiguous, not clarified by the researcher himself;
- when formulating a hypothesis, value judgments should be avoided, the hypothesis should correspond to the facts, be testable and applicable to a wide range of phenomena;
- impeccable stylistic design, logical simplicity, continuity are required.
Scientific hypotheses with different levels of generalization, in turn, can obviously be classified as instructive or deductive.
A deductive hypothesis, as a rule, is derived from already known relations, provisions or theories, from which the researcher starts.
In cases where the degree of reliability of the hypothesis can be determined by statistical sorting of the quantitative results of the experiment, it is recommended to formulate a null or negative hypothesis. With it, the researcher admits that there is no relationship between the studied factors (it is equal to zero).
For example, when studying the structure of the activity of a specialist in any field, we are interested in the dependence of this structure on the level of education, work experience, age, and level of professional qualifications.
The null hypothesis consists of the assumption that no such relationship exists.
Is it possible in this case in the ongoing scientific research to obtain results that contradict the null hypothesis? If we get such facts, can we consider them as accidental?
It is assumed that with such a formulation of questions, it is easier for the researcher to protect himself from a false interpretation of the final results of the experiment.
When formulating a hypothesis, it is important to be aware of whether we are doing it correctly, based on the formal signs of a good hypothesis:
a) the adequacy of the answer to the question or the correlation of the conclusions with the premises (sometimes researchers formulate the problem in a certain, one way, but the hypothesis does not correlate with it and leads the researcher away from the problem);
b) plausibility, i.e., compliance with existing knowledge on a given problem (if there is no such correspondence, the new study is isolated from the general scientific theory);
c) verifiability.
The second stage of the study has a pronounced individualized character, does not tolerate rigidly regulated rules and regulations. Still, there are a number of fundamental issues that need to be taken into account.
In particular, the question of the research methodology, since with its help the technical implementation of various methods is possible. In the study, it is not enough to put a list of methods, it is necessary to design and organize them into a system. There is no research methodology in general, but there are specific methods for studying various objects, phenomena, and processes.
A technique is a set of techniques, research methods, the order of their application and interpretation of the results obtained with its help. It depends on the nature of the object of study; methodology; research objectives; developed methods; general level researcher qualifications.
It is impossible to immediately draw up a research program and methodology:
firstly, without clarifying in what external phenomena the phenomenon under study manifests itself, what are the indicators, criteria for its development;
Secondly, without correlating research methods with different manifestations of the phenomenon under study.
Only under these conditions can we hope for reliable scientific results and conclusions.
In the course of the study, a program is drawn up, which should reflect:
What phenomenon is being investigated?
- according to what indicators;
– what research criteria are applied;
– what research methods are used;
- the procedure and regulation of the use of certain methods by the researcher.
Thus, the methodology is a kind of research model, and deployed in time. A certain set of methods is thought out by the researcher for each stage of the study. When choosing a methodology, many factors are taken into account, and, above all, the subject, purpose, and objectives of the study.
The research methodology, despite its individuality, has a certain structure of specific components when solving a specific problem.
The main components of the research methodology:
- the theoretical and methodological part, the concept on the basis of which the entire methodology is built;
– studied phenomena, processes, signs, parameters, factors;
– subordinate and coordinating links and dependencies between them;
- a set of applied methods, their subordination and coordination;
- the procedure and regulation of the application of methods and methodological techniques;
- the sequence and technique of summarizing the results of the study;
- the composition, role and place of researchers in the process of implementing the research plan.
Skillful definition of the content of each structural element of the methodology, their relationship, mutual connection is the art of research.
A well-thought-out methodology organizes research, provides the necessary factual material, on the basis of the analysis of which scientific conclusions are drawn.
The implementation of the research methodology makes it possible to obtain preliminary theoretical and practical implications, containing answers to the tasks being solved in the study.
These conclusions must meet the following methodological requirements:
– be comprehensively reasoned, summarizing the main results of the study;
- follow from the accumulated material, being a logical consequence of its analysis and generalization.
When formulating conclusions, it is very important for the researcher to avoid two common mistakes:
1) a kind of marking time, when very superficial, partially limited conclusions are drawn from a large and capacious empirical material;
2) an excessively broad generalization of the results obtained, when unduly broad conclusions are drawn from insignificant factual material.
Academician I.P. Pavlov attributed to the leading qualities of the personality of a scientist-researcher:
– scientific sequence;
- the strength of knowledge of the basics of science and the desire from them to the heights of human knowledge;
- restraint, patience;
- willingness and ability to do rough work;
- the ability to patiently accumulate facts;
– scientific modesty;
- readiness to devote all life to science.
Academician K. I. Skryabin noted in scientific creativity the special significance and importance of love for work, for science, for the chosen specialty.
The third stage is the implementation of the results obtained into practice with the literary design of the work.
The literary design of research materials is an integral part of scientific research and seems to be a laborious and very responsible task.
Isolate from the collected materials and formulate the main ideas, provisions, conclusions and recommendations in an accessible, complete and accurate manner - this is the main thing that the researcher should strive for in the process of literary presentation of the results and scientific materials.
Of course, this is not possible immediately and not for everyone, since the design of the work is always closely related to the refinement of certain provisions, the clarification of logic, argumentation and the elimination of gaps in the justification of the conclusions drawn, etc.
Much here depends not only on the degree of professional training, but also on the level general development and the personality of the researcher, his literary and analytical abilities, as well as the ability to formulate his thoughts.
In the work on the design of scientific materials, the researcher should adhere to general rules:
- the title and content of chapters, as well as sections, should correspond to the topic of the study and not go beyond it, the content of chapters should exhaust the topic, and the content of sections - the chapter as a whole;
- initially, having studied the material for writing the next section (chapter), it is necessary to think over its plan, leading ideas, an argumentation system and fix it all in writing, without losing sight of the logic of the whole work, then clarify, “polish” individual semantic parts and sentences, make the necessary additions, rearrangements, remove unnecessary, carry out editorial, stylistic corrections;
- immediately clarify, check the design of references, compile a reference apparatus and a list of literary sources (bibliographic references);
- do not rush with final editing, take a look at the material after a while, let it “rest in bed”, while some reasoning and conclusions, as practice shows, will seem unsuccessfully designed, unproven and insignificant, so you need to improve or omit them, leave only really necessary;
– avoid science-likeness, playing erudition, since bringing a large number of references, the abuse of special terminology makes it difficult for others to understand the researcher’s thoughts, makes the presentation difficult, so the style of presentation should combine scientific rigor and efficiency, accessibility and expressiveness;
- depending on the content, the literary presentation of the material can be calm (without emotions), reasoned or polemical, critical, brief or detailed, detailed;
– before issuing a final version of materials for preparation for publication, test the work: review, examination, discussion at seminars, conferences, symposiums with colleagues, etc., and then eliminate the shortcomings identified during testing.
Scientific research- the process of studying and cognizing reality, the connections between individual phenomena environment and their laws. Cognition is a complex process. It, in fact, is a movement towards more accurate and complete knowledge. This path can be traveled with the help of scientific research.
In the field of applied sciences or technology, there are stages of scientific research which must be sequentially passed in the course of studying certain problems.
Most often, seven consecutive steps are distinguished, each of which characterizes the stages of scientific research. Briefly structure and stages of scientific research look like this.
- First of all, it is necessary decide on a problem. This stage consists not only in finding a problem, but in a clear and precise formulation of the objectives of the study, since the course and effectiveness of the entire study largely depends on this.
At this stage, it is required to collect and process the initial information, to think over the methods and means of solving problems.
- At the second stage it is necessary put forward and then substantiate an initial hypothesis. Usually, the development of a hypothesis is carried out on the basis of formulated tasks and analysis of the collected initial information. A hypothesis may have more than one option, then you need to choose the most appropriate one from them. To refine the hypothesis of the working order, experiments are carried out that allow a more complete study of the object.
- Third stage - theoretical study . It lies in the synthesis and patterns that give in relation to the object under study. At this stage, further extraction with the help of the apparatus of various sciences of additional, new, not yet known regularities takes place.
At the level of theory is a generalization of phenomena, their connections,
obtaining more information to substantiate the working hypothesis.
- Experimental studies continue the theoretical as scientifically posed experience, is the most complex and time-consuming part of the study. Its goals may be different, since they depend on the nature of the entire study, as well as the sequence of its implementation.
In the case of a standard course and procedure for conducting a study, the experimental part (experiment) is carried out after the stage of theoretical study of the problem. In this case, the experiment, as a rule, confirms the results of theoretical hypotheses. Sometimes after the experiment, the hypotheses are refuted.
In some cases, the order of the study is changed. It happens that the third and fourth stages are reversed. Then the experiment can precede the theoretical part. Such a sequence is typical for exploratory research, when the theoretical basis is insufficient to put forward hypotheses. In this case, the theory is intended to generalize the results of experimental studies.
- Analysis of results and their comparison. This stage implies the need to compare the theoretical and experimental stages of scientific research in order to finally confirm the hypothesis and further formulate conclusions and consequences arising from it. Sometimes the result is negative, then the hypothesis has to be rejected.
- Final Conclusions. The results are summed up, conclusions are formulated and their correspondence to the initially set task.
- Mastering the results. This stage is typical for technical work. It is a preparation for the industrial implementation of the research results.
These seven steps summarize the main stages of scientific research, which must be passed from a working hypothesis to the implementation of research results in life.
Are you aware?
3. What research methods used in biology do you know?
We usually say "scientific knowledge", "scientific fact", "scientific picture of the world". What is the difference between scientific knowledge from unscientific? What is a scientific fact?
Science is one of the ways of studying and knowing the world around us. Biology helps to understand the natural world.
We already know that people from ancient times have been studying wildlife. First, they studied individual organisms, collected them, compiled lists of plants and animals inhabiting different places. Usually this period of the study of living organisms is called descriptive, and the discipline itself is called natural history. Natural history is the forerunner of biology.
Each science has its own research methods.
However, no matter what methods are used, the principle “take nothing for granted” should remain the most important for every scientist. This is the principle of abandoning blind trust in authority.
The scientific method is a set of techniques and operations used in the construction of a system of scientific knowledge.
used in biology various methods, the most important of them include observation, experiment and comparison.
The primary source of all scientific data is accurate, careful, unbiased observation and experiment.
The results obtained in the course of observations and experiments must be verified and re-verified by new observations and experiments. Only then can they be considered scientific facts.
For example, in the means mass media the so-called Bigfoot was repeatedly reported, eyewitness accounts of meetings with him, sketches and Photo supposedly his traces and even the " Bigfoot". Several expeditions were organized to search for the Bigfoot. But so far, no one has been able to present either a living Bigfoot, or his remains, or any other irrefutable evidence of his existence. Therefore, despite numerous eyewitness accounts, the existence of Bigfoot cannot be recognized as a scientific fact.
Usually Scientific research begins with the observation of an object or phenomenon. After summarizing the data obtained as a result, hypotheses (assumptions) are put forward that can explain the observations.
At the next stage of the study, experiments are developed and conducted to test the hypotheses put forward. A scientific experiment must necessarily be accompanied by a control experiment, the conditions of which are different. on the experimental conditions by one (and only one) factor. Analysis of the results of the experiment will allow you to decide which of the hypotheses is correct.
A hypothesis that has been tested and found to be consistent with the facts and capable of serving as the basis for correct predictions may be called a theory or a law. Calling any provision a law, scientists seem to emphasize its universality, indisputability, and great reliability. However, the terms "law" and "theory" are often used interchangeably.
Consider the stages of scientific research on the example of studying the conditions necessary for seed germination.
Observations of seeds have shown that they do not always germinate. Obviously, certain conditions are necessary for their germination.
So, we can formulate the research problem: What conditions are necessary for seed germination?
The next step is hypotheses. We can assume that seeds need light, darkness, water, a certain temperature, air, soil to germinate.
Now, in order to check what conditions are really necessary for seed germination, we will develop and conduct an experiment.
We take six samples of 100 seeds of the same species, for example, corn, and place them under conditions that differ in only one trait.
We place the vessel with the first sample in light, warm place. Pour water into the vessel so that it covers the seeds halfway. In this case, air will freely penetrate to the seeds.
We place the second sample of seeds in the same conditions as the first, but fill the vessel with boiled water to the top, thus depriving the seeds of air.
We place the vessel with the third sample under the same conditions as the first one, but in a different place.
In the fourth vessel we will leave seeds dry.
We will keep the fifth sample at a temperature of +1 CC.
Let's fill the sixth vessel wet soil and put in a warm place.
After analyzing the results of the experiment, we come to the conclusion that light and the soil are not necessary conditions for seed germination. Corn seeds germinate in the presence of water, air and a certain temperature. However, if we carefully examine our samples, we will see that even under favorable conditions the first seed germinated. By examining these seeds, we will find out that their embryo is dead. Therefore, only seeds with a living embryo can germinate.
If you compare the conditions necessary for the germination of plant seeds different types, then make sure they are very different. For example, for the germination of corn kernels, water will be required two times less than their own weight, and for the germination of clover, water must be one and a half times more than the mass of seeds. At the same time, clover seeds germinate already at a temperature of +1 ° C, corn - at temperatures above +8 ° C, and for melon seeds, the germination temperature will be +15 "C. You will establish, in addition, that most seeds germinate both in the light , and in the dark, but there are plants (for example, tobacco, string) for the germination of seeds of which light is necessary.On the contrary, the seeds of small-fruited camelina germinate only in the dark.
So, even the simplest scientific research requires a well-thought-out and carefully conducted experiment, on the basis of which scientifically reliable conclusions can be drawn. When carrying out observations and experiments, the most modern instruments, equipment, tools are used - electron microscopes, radars, chromatographs, etc.
Life is amazingly varied.
To understand this diversity, it is necessary to identify and organize the code and differences in living organisms. To solve these problems, a comparative method is used. It allows you to compare the results of observations to identify common patterns.
Biologists also use other research methods. For example, the descriptive method was widely used by scientists of antiquity, but has not lost its significance today.
The historical method helps to comprehend the facts obtained by comparing them with previously known results.
In science, any new discoveries contribute to the elimination of previous misconceptions and point to the relationship between phenomena. In biology, new discoveries provide the basis for many practical advances in medicine, agriculture, industry and other areas of human activity.
Many people think that you should only deal with those biological research which will help to solve specific practical problems of today. Undoubtedly, the development of applied sciences has a very importance, but we must not forget the importance of research in "pure" science. The knowledge gained in fundamental research may seem useless for Everyday life man, but they help to understand the laws by which the world around us develops, and almost certainly sooner or later will find practical application.
Scientific research. scientific fact. observation. Hypothesis. Experiment. Law. Theory.
1. What is the main goal of science?
2. What is the scientific method? What is its main principle?
3. What is a scientific experiment?
4. What fact can be considered scientific?
5. How is a hypothesis different from a law or a theory?
6. What is the role of applied and fundamental research in science?
Kamensky A. A., Kriksunov E. V., Pasechnik V. V. Biology Grade 9
Submitted by readers from the website
Zaripova Venera Rafaelovna,
head department of intellectual development,
additional education teacher
highest qualification category
MAOU DOD "GDTDiM No. 1"
Naberezhnye Chelny
Where does research start?
Any research, discovery, reflection begins with surprise, bewilderment of the question. Today's changing life is rich in questions that need to be answered, emerging problems that can help determine the topic of research.
Conventionally, the stages of designing the research logic can be divided into 3 stages. So, V.I. Zagvyazinsky, R. Atakhanov distinguish such stages as preparatory (methodological), main (actually conducting the study), and final (decorative). It is at the preparatory stage that it is important to correctly formulate the conceptual (methodological) apparatus of research, namely, to determine the direction, scope of research, formulate a hypothesis, set goals and objectives of research, and determine research methods.
It is the work at the preparatory stage that determines the direction of the study, and the competent formulation of the basic concepts, goals and objectives of the study allows you to more clearly build a plan for the study. Often at this stage, teachers and children who first begin research activities have difficulties in correctly defining and formulating the methodological apparatus. In order to correctly formulate the conceptual apparatus of the study, it is necessary to understand the very definitions of the problem, hypothesis, goals, tasks and select methods for solving them.
What is included in the conceptual apparatus of scientific research? These are such concepts as the problem, aspect, relevance of the study, goal, object, subject, hypothesis, tasks, methodology, practical significance, novelty of the study.
Any research begins with the definition of a problem that either confronts a particular child or society as a whole.
Problem(from the Greek. problema - task) a complex theoretical or practical issue that requires study, resolution; in science - a contradictory situation, acting as opposite positions in the explanation of any phenomena, objects, processes (great Soviet encyclopedia):
- this is a question that contradicts existing knowledge in this science
- it is the unknown in science, in practice, what is to be understood, discovered, proved.
- this is a contradictory situation, acting as opposite positions in the explanation of any phenomena, objects, processes. In this regard, a scientific problem is a contradictory situation that needs to be resolved.
The research problem can be formulated as a result of the analysis scientific literature. If it is possible to determine which theoretical provisions and practical advice already developed in the area of interest and related sciences, then it will be possible to determine the research problem. Usually the problem reveals only part of the topic, significant and insufficiently studied issues.
A problem is often identified with a question. Basically this is true. Every problem is a question. But not every question is a problem. The problem arises when the old knowledge has shown its inconsistency, and the new has not yet taken a detailed form. In this regard, a scientific problem is a contradictory situation that needs to be resolved.
For example, if we consider the problem in interpersonal relationships, then we can consider such questions as: why there are difficulties in the relationship between children and adults, in relationships among peers, what determines the establishment of good relationships in a team, etc.
Formulate a problem- means to show the ability to separate the main from the secondary, to find out what is already known and what is not yet known about the subject of research.
The contradiction contained in the problem reflects the theme, its formulation at the same time clarifies the problem. The topics arising from the problems should be more specific. Formulating the topic, the author reflects on how to name the scientific work.
Scientific novelty.
As already noted, the purpose of the study is to obtain new knowledge for society. It should be noted that when it comes to research activities schoolchildren, the novelty of the results may be subjective and determined not in relation to society, but in relation to the researcher.
How to choose a research topic?
- The topic of research is a reflection of the problem in terms of research.
- The topic should have clear defined boundaries. If the topic is very extensive, then this makes it difficult to study the phenomenon in more detail and leads to an abundance of material that becomes difficult for one person to complete.
- The topic should not be imposed on the researcher, and when choosing it, the inclinations, abilities and level of knowledge of the researcher should be taken into account.
- The choice of topic is based on the interest of the researcher in the problem, the possibility of obtaining specific practical data, as well as the availability of special scientific literature.
- The theme largely determines the content. further work. It should be a concise and clear delimitation of aspects of the study area. In other words, the topic is the content of the work, enclosed in one phrase. For example: "The formation of readiness for professional self-determination among high school students"; "Development of socially valuable personal qualities in adolescents"; "The influence of ballroom dancing on the improvement of the physical development of children."
Aspect(lat. aspectus - look) point of view from which any phenomenon, concept, problem, perspective is considered. For example: sociocultural, psychological, legal ontogenetic (children's speech), communicative, rhetorical, physiological, etc.
The main criterion for choosing a problem for research is its relevance, i.e. the formulation of why this problem needs to be studied at the present time.
The relevance of the research topic is the degree of its importance in this moment and in a given situation to solve a given problem, question or task.
The researcher needs to prove that it is this problem that should be investigated at the moment, that it is the most urgent one, to show how other researchers (scientists and practitioners) are working on this problem, to reveal the essence problem situation. The coverage of relevance should not be wordy, but convincing enough.
It is necessary to answer the questions: “why does this problem need to be studied now?”, “what is the interest for society, groups of people, science and practice is the chosen research topic?”.
What should and should not be taken into account when disclosing the relevance of the research topic? There are two main areas of its characteristics:
1. Lack of knowledge of the chosen topic: the study is relevant precisely because certain aspects of the topic have not been fully studied and the study is aimed at overcoming this gap
2. The possibility of solving a specific practical problem based on the data obtained in the study. One of these directions, or both together, usually figure in the characterization of this element of the conceptual apparatus of scientific research.
3. How to put forward hypotheses?
Hypothesis(from the Greek. hypothesis - assumption) - a scientific, preliminary unproved explanation (assumption, prediction) of new phenomena and events requiring subsequent verification. In other words, a hypothesis is a proposed solution to a problem; this is an indicative explanation (by no means categorical) of the cause-and-effect relationships of the object under study, this is a form of transition from unexplored facts to laws and regularities. Hypotheses usually begin with the words "suppose", "assume", "possibly", "if...then..." and answers the question "Why...?", "For what reason...?" some event occurs.
There are two main requirements for a scientific hypothesis:
a) the hypothesis should not contain concepts that are not specified;
b) it must be verifiable using available techniques.
The hypothesis determines the main direction of scientific research. It is the main methodological tool that organizes the entire research process.
What does it mean to test a hypothesis? This means checking the consequences that follow logically from it. As a result of testing, the hypothesis is confirmed or refuted.
Example: The problem of the deterioration of the health of the younger generation, the growth of adolescent tobacco addiction Hypothesis: we assume that smoking affects not only the state respiratory system, but also reduces the mental performance of schoolchildren.
What is the subject and object of research?
The object of study is a process or phenomenon that generates a problem situation and is chosen for study, something that exists outside of us, regardless of our consciousness and is the subject of knowledge.
The object of research can be a phenomenon, a process, a sphere of reality - the direct carriers of a problem situation, to which cognitive activity is directed.
When conducting research work There are several options for defining the object and subject of research. In the first case, the object and subject of research are related to each other as a whole and a part, general and particular. With this definition of the connection between them, the subject is that which is within the boundaries of the object. It is the subject of research that determines the topic of research.
The subject of research is what is within the boundaries of the object. It is on the subject of research that the main attention of the researcher is directed, the subject of research ultimately determines the topic of the work. The subject of the study is the sides, properties, characteristics of the object that are subject to direct study in this study, this is a part, side of the object, to some extent the boundaries of its study, this is the point of view from which the object is considered. The subject of the study answers the question "how is the object considered, what relations, properties, functions of the object does this study reveal?". One and the same object can correspond to several different subjects of study.
Examples:
A) The problem of noise in the school during breaks and the health of teachers. The aim is to study the influence of school noises on teachers and their impact on teachers' behavior. Object: the behavior of teachers in teaching activities. Subject of research: the perception of school noise by teachers and their impact on behavior in teaching activities.
B) Object of study: interpersonal communication. Subject of study: the role and functions of visual signs of appearance in communication.
C) Object of study: moral judgments of schoolchildren of different ages expressed. Subject of study: the dynamics of the stability of the moral judgments of schoolchildren in terms of age (age stability) and in a situation of psychological "pressure" of adults and peers (situational stability)"
Another approach to defining the object and subject of research involves defining the object through the subjects, and the subject through what they are studying.
For example: the object is students aged 15-16, then the subject is the professional orientation of schoolchildren.
How to formulate the purpose and objectives of the study?
The goal is the future expected result that we want to get when conducting the study, some image of the future. Purpose - answers the question:
What do we want to know? This is what we want to get when conducting a study, an image of the future, an expected result
Examples:
Option 1.
Hypothesis: magnetic storms have a negative impact on health, namely on the academic performance of schoolchildren, the psycho-emotional and physiological state of schoolchildren
Purpose of the study: study the influence magnetic storms on academic performance, psycho-emotional and physiological state of schoolchildren aged 15
Object of study: schoolchildren aged 15
Subject of study: academic performance, psycho-emotional and physiological state of schoolchildren
Option 2.
Hypothesis: the use of a special set of exercises will help improve the psycho-emotional and physiological state of the human body during magnetic storms.
Purpose of the study: to study the influence of magnetic storms and find out the effectiveness of using a special set of exercises for the prevention and correction of an unfavorable state of the body in people 40-55 years old during magnetic storms.
Object of study: the process of changing the psycho-emotional state and the physiological state of the cardiovascular system of people 40-55 years old.
Subject of study: a set of special exercises for the prevention of an unfavorable psycho-emotional state in people during magnetic storms
Research objectives- these are the research actions that must be performed to achieve the goal set in the work, solve the problem, or to test the formulated research hypothesis. Tasks should specify the goal. The formulation of tasks answers the question: What needs to be done to achieve the goal? Verbs commonly used in setting goals and objectives: investigate, study, compare, identify, find out, evaluate, select, test, determine, conduct, justify, analyze, show, reveal, consider, develop, create, recommend, etc. .
Example #1
Purpose of the study: to study the influence of magnetic storms and find out the effectiveness of using a special set of exercises for the prevention and correction of an unfavorable state of the body in people aged 40–55 and schoolchildren aged 16 during magnetic storms.
Tasks:
- To reveal the psycho-emotional state of persons 40-55 years old and schoolchildren 16 years old before and during magnetic storms.
- Find out the features of the physiological state of the body in people 40 - 55 years old and schoolchildren 16 years old before and during magnetic storms.
- To select a set of measures for the prevention and correction of an unfavorable psychophysical state during magnetic storms based on the study of special literature on this topic.
- Under experimental conditions, to test the selected set of exercises for the prevention and correction of the unfavorable state of the body during magnetic storms in both groups.
- To compare the psycho-emotional state and the physiological state of the cardiovascular system in two groups before and after the experiment and to identify its effectiveness.
- To develop practical recommendations for the prevention of the adverse effects of magnetic storms on the health of the body.
Example #2
The purpose of this work is to describe and analyze the causes and patterns of conscious change of profession as a phenomenon of professional development.
The general problem of studying a conscious change of profession was specified in the following research objectives:
- Systematization psychological reasons conscious change of profession and evaluation of them as signs of professional development.
- Analysis of the dynamics of representations about requirements labor activity in the process of professionalization.
- Analysis of the dynamics of the severity of professional orientation in the process of professional development.
- Analysis of the dynamics of the relationship of professionally important qualities in the process of mastering a profession.
- Building a model of conscious change of profession.
Research method is a method that allows you to solve problems and achieve the goal of the study. With the help of methods, the researcher obtains information about the subject being studied.
Answer the question: How are we going to solve the problem? How to find out about the subject of research of interest? There are theoretical, general scientific methods and empirical methods. The methods of empirical research (observation, survey methods, experiment, etc.) are based on experience and practice. essence empirical methods consists in fixing and describing phenomena, facts, visible connections between them. Theoretical methods and methods scientific knowledge involve a deep analysis of facts, the disclosure of significant patterns, the formation of mental models, the use of hypotheses, etc.: observation, comparison, analysis, synthesis, search for analogies, deduction, induction, generalization, abstraction, modeling, concretization, the method of putting forward hypotheses, the method of producing ideas.
Thus, the literacy and clarity of defining and setting goals and objectives of the research work of schoolchildren depends on how much the teacher owns the conceptual and methodological apparatus of research, and accordingly affects the correct choice of research methods.
Bibliography
- Research activities of students. Scientific and methodological collection in two volumes / Under the general editorship of A.S. Obukhov. T1. Theory and Methods. - M.: All-Russian social movement creative teachers "Researcher", 2008.-701s.
- Leontovich A.V. Training for the preparation of supervisors of research work for schoolchildren. Collection of questionnaires with comments // Journal Library, 2010
- "Research work of schoolchildren", series "Collections and monographs", M.-Researcher, 2009, 44 p.
- http// scool28kem.ucoz.ru Accompanying the teacher in the transition to the Federal State Educational Standard. Demenok T.Yu. Kemerovo
- http://mon.gov.ru National educational initiative"Our new school»
- http//researcher: Internet portal of the all-Russian movement of creative teachers "Researcher"
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Slides captions:
RESEARCH METHODS IN BIOLOGY Biology teacher GBOU gymnasium No. 293, St. Petersburg Popova Maria Sergeevna
SCIENCE IS ONE OF THE WAYS TO STUDY AND KNOW THE WORLD. The scientific method is a set of techniques and operations used in the construction of a system of scientific knowledge.
BIOLOGICAL METHODS: Observation Description Comparison Historical method Experiment
OBSERVATION
DESCRIPTIVE METHOD
COMPARATIVE METHOD
HISTORICAL METHOD
EXPERIMENT
Observation Experiment Verified results Scientific fact
Observation is a deliberate, purposeful perception of objects and processes in order to realize it. essential properties; Descriptive method - consists in describing objects and phenomena; Comparison - comparison of organisms and their parts, finding similarities and differences; Historical method - comparison of observational results with previously obtained results; An experiment is a purposeful study of phenomena under precisely established conditions, which makes it possible to reproduce and observe these phenomena.
SCIENTIFIC RESEARCH Observation of an object or phenomenon is carried out Based on the data obtained, a hypothesis (assumption) is put forward A scientific experiment is carried out (with a control experiment) A hypothesis tested during the experiment can be called a theory or law
PROCEDURE FOR CARRYING OUT A BIOLOGICAL EXPERIMENT: Stage of work Implementation 1. Statement of the problem Development of a clear statement of the problem 2. Proposed solution, formulation of a hypothesis Formulation of the expected results and their scientific significance, based on already known data 3. Planning Mental development of the order of the experiment (sequence of implementation of individual stages research) 4. Conducting the experiment Selection of the necessary biological objects, instruments, reagents. Conducting an experiment. Collection and recording of observations, measured values and results 5. Discussion Comparison of the obtained results with the hypothesis, scientific explanation of the results
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