The article presents the results of research work. Research results

This paper presents an analysis of the results of a study devoted to studying the influence of students' research activities on increasing academic motivation in the study of chemistry. The relevance of the study is undeniable and is confirmed by the well-known fact: high learning motivation is the most important condition for the quality of education. In front of the modern school are important tasks, the solution of which is associated with a new approach to organizing the impact on the student's personality. It is necessary not only to instill in students a certain amount of knowledge, but in parallel to form their cognitive and educational motivation, ways of mastering educational material, developing the cognitive abilities of students and their creative potential. This is largely determined by the peculiarities of the educational process at school and the use of innovative pedagogical technologies as well as the quality of work teaching staff schools. So, the article presents the results of an empirical study in which it was found that the use of research activities in educational process helps to increase school motivation, developing cognitive motives and motives for self-realization. Thus, we state that high level motivation is necessary to achieve success in school and the overall success of the student.

motivation of educational activity; school motivation; educational and research activities of schoolchildren; research activities

1. Bozhovich L.I. Studying the motivation of the behavior of children and adolescents / ed. L.I. Bozhovich and L.V. Trustworthy. – M.: AST-Press, 2002.-460s.

2. Bozhovich L.I. The problem of the development of the motivational sphere of the child // Study of the motivation of the behavior of children and adolescents. - M., 2002. - S. 41-42.

3. Vaisman R.S. Motivation of educational activity and scientific and cognitive interests of students. // New research in psychology. M.: Pedagogy, 1974. - No. 2. - S. 39-41.

4. Ilyin E.P. Motivation and motives. - St. Petersburg: Peter, 2005.

5. Kobleva A.L. The role of the properties of the subject in the formation and formation of the structures of the integral individuality of students with different motivations for choosing a higher education vocational education// Bulletin of the North Caucasian humanitarian institute. -2013. - No. 1. - S. 195-203.

6. Markova A.K., Matis T.A., Orlov A.B. Formation of learning motivation. - M., 1990. - 212 p.

7. Markova S.N. The study of educational motivation. – M.: Nauka, 2004. – 395 p.

8. Nemov R.S. Psychology: textbook. - M .: Education: VLADOS, 1995. - 146 p.

The relevance of the study is due to the modernization of modern education, focused on creating conditions for the development of a successful personality of the student in the educational process. We believe that one of the main principles of this approach to education is the orientation educational process to develop student motivation. An analysis of the scientific literature suggests that in last years the understanding by psychologists and educators of the role of positive motivation in ensuring the successful acquisition of knowledge and skills has increased. So, in the works of A.A. Rean revealed that high positive motivation can play the role of a compensating factor in case of insufficiently high abilities.

All of the above has led us to a clear understanding of the need to include high school students in research activities, which gives them the opportunity to show their abilities, contributes to the student's activity and his positive attitude towards the educational process.

Consideration of the process of forming the educational motivation of a high school student by including him in research activities is a pedagogical problem, which determines the need for its analysis from the standpoint of pedagogical science.

The problem of school motivation is one of the most difficult in modern education. Federal State educational standard(FGOS) general education sets the formation of cognitive interest in educational activities and readiness for self-development and continuing education. Much attention is paid to the activation of educational and cognitive activity of students, as well as the construction of educational activities, taking into account individual age, psychological and physiological features students.

Despite the large number of studies on the problem of learning motivation, widely presented in the works of L.I. Bozhovich (1969), A.M. Vasilkov and S.S. Ivanova (1997), M.V. Vovchik-Blakitnoy (1983), O.S. Grebenyuk (1983), E.P. Ilyina (2003), M.V. Matyukhina (1984), V.E. Milman (1987), A.K. Markova, T.A. Matis, A.B. Orlova (1990), F.M. Rakhmatullina (1981), A.A. Reana (1990) and many others, we believe that the connection between academic performance and the motives of learning activity has been studied very little.

The issues of motivation of educational activity were touched upon in the work of R.S. Weissman in 1971, where the connection between academic performance and scientific interests of students with the motives of educational activity was studied.

Obviously, today this problem remains the same actual. In domestic psychology, such well-known psychologists as A.F. Lazursky, N.N. Lange, A.N. Leontiev, S.L. Rubinstein. L.S. Vygotsky was the first who began to study the question of the formation of arbitrary motivation. A huge contribution to the development of motivation for educational activity was made by L.I. Bozhovich, A.K. Markova. All scientists who have dealt with the problem of motivation for educational activity emphasize the great importance of its formation and development among schoolchildren, since it is precisely this that is the guarantor of the formation cognitive activity the student, and, as a result, thinking develops, the knowledge necessary for the successful activity of the individual in later life is acquired.

The motives of learning activity among high school students differ significantly from those among adolescent students in connection with the upcoming choice. professional activity. If adolescents choose a profession according to their favorite subject, then during the period early youth older students begin to be especially interested in those subjects that they need to enter the university. As practice shows, the main motive for the educational activity of a graduate is the need for in-depth study of precisely those subjects that determine further success in the chosen profession. The motives associated with the desire to win a certain position in the class through good grades, typical for teenagers, fade into the background in the senior classes. The mark becomes a criterion of knowledge, it largely loses its motivating power, learning activity is determined by the desire for knowledge.

All of the above determined the topic of our study, which was conducted on the basis of MBOU secondary school No. 1 in Stavropol among students in grade 9.

In the process of studying the problem of motivation for educational activities and the development of scientific and cognitive interests of schoolchildren, we proposed to develop the skills of research activities at school. Educational and research activities provide students with general cultural, nationally significant and scientific values, form a system of subject skills and personal qualities that meet the requirements of the second generation standard.

Among the students of the ninth grade, we selected schoolchildren who believe that in modern school students should be engaged in research activities, they would like to do it, they need help in teaching research methods and consider it necessary to introduce electives for students to master the skills of research activities. Two groups were composed of them - experimental and control in such a way that at the beginning of the formative experiment these groups were equivalent in terms of compared indicators (motivation, academic performance).

Further, with the schoolchildren of the experimental group, the program developed by us "Development of skills in research activities in chemistry" was implemented, after which we again diagnosed the participants in all the studied indicators.

Statistical analysis of differences in the distribution of high school students in the experimental and control groups by performance levels showed the significance of the obtained differences at a significance level of 0.01. This means that, in the opinion of high school students, they began to study better - the number of answers “good and satisfactory” decreased (from 45.5 to 31.8% of the respondents).

The attitude towards chemistry has changed. The number of choices indicating the external attractiveness of the subject has decreased and the number of choices indicating a deeper interest in the subject has increased, the share of independence has increased.

The knowledge of scientific methods of research and mastery of them also increased: 81.8% of the subjects mastered the experiment (22.7% - 1 cut), and observation - 90.9% (at the first survey - 18.2%).

It should be noted that after the implementation of the formative experiment, not all subjects of the experimental group would like to continue to engage in research activities at school (9.1% answered negatively), however, everyone is sure that such an opportunity should be provided to schoolchildren.

It is also interesting that the high school students of the experimental group showed an increased interest in doing research activities not only in chemistry, but also in other school subjects, such as biology, physics, history, literature, English language and even social science. Moreover, the students of the experimental group began to perceive what is happening in the classroom more meaningfully, that is, there are no negative answers to the question of whether teachers use elements of research activity in the classroom.

The number of schoolchildren who need help in learning has decreased by almost four times research methods- from 86.4 to 22.7% of the respondents. But even those high school students who answered yes to the question about help explained that they needed advice, consultations, the opportunity to discuss plans, research progress and results with someone competent, that is, not so much help as guidance.

The opinion of the participants in the formative experiment also changed about the need to introduce electives to master the skills of research activity: 86.4% answered “yes” (1 cut 62.8%), not a single doubter remained, the same 13.6% of respondents who answered “no”, they explained that there was no need for special electives - it is enough for schoolchildren to have a choice whether to conduct such work in chemistry, physics, biology or another subject. For example, there was such an answer “would it be possible to work in the allotted extra time in creative groups on your favorite subject.

Let us consider how the use of research activities affected academic performance in general and academic performance in chemistry in particular.

In the experimental group, after the experimental work, the number of high school students with triples decreased. However, these differences, as shown by statistical analysis using the c2-criterion at a significance level of 0.05 (the empirical value of the "chi-square" criterion in both cases does not exceed the critical value of 5.99), are not significant.

A slightly different situation with academic performance in chemistry. The number of high school students with “satisfactory” grades in chemistry has halved. These differences are statistically significant (the empirical value of the chi-square test in both cases exceeds the critical value of 5.99).

The results obtained indicate that the program developed and tested by us for developing the skills of developing research activities of high school students really contributes to improving academic performance and increases interest in this subject.

To study school motivation, we used an adapted method for diagnosing the type of school motivation in high school students.

The purpose of this technique is to identify the level of student motivation. School motivation is differentiated into many different types, the predominant type of student motivation is revealed - that is, the motivational mechanism that is dominant for him in his educational activities. These types are represented by scales of the questionnaire: the prestige of studying in the classroom and family; cognitive interests; achievement motivation; the motive of social approval (classmates, teachers, parents); fear of punishment from school and family; awareness of social necessity; communication motive; extracurricular school motivation; the motive of self-realization, the influence of classmates, family, school. In addition to the individual result, it is very important to calculate the average result for groups. Based on the type of motivation that prevails in children, it is possible to modify the methods and structure of learning in order to influence the necessary, active mechanisms. The results of this study are shown in the figure.

Analyzing the motivational profiles of the control and experimental groups in the primary and repeated testing, it can be seen that there was an increase in seven motivational indicators, and a decrease in one. However, statistical analysis using the Student's t-test showed the significance of differences only in two indicators: cognitive motivation and self-realization motivation. Thus, the use of research activities in the educational process helps to increase school motivation, developing cognitive motives and motives for self-realization.

A high level of motivation for educational and research activities is necessary to achieve success in studies and in the overall success of the student. This confirms that students involved in research activities take an active part in various scientific and practical conferences at various levels. Students become diploma winners and winners of the festival of research and creative works students portfolio, All-Russian competition research work of students of educational institutions named after D.I. Mendeleev, Baltic Scientific and Engineering Competition, interregional olympiad schoolchildren "Future researchers - the future of science", competitions for young researchers of the "Step into the Future" program in the North Caucasus and South federal districts, Stavropol Territory scientific and practical conference schoolchildren, the regional scientific-practical conference "First steps into science". In the conditions of the modern educational process, the educational and research activity of students is one of the topical directions of its development and improvement. Motivation of this type of activity becomes one of the most important professional and pedagogical tasks.

Motivational profiles of high school students in the control and experimental groups

Reviewers:

Shumakova A.V., Doctor of Pedagogy, Head of the Department of General Pedagogy, Preschool and Primary, Stavropol State Pedagogical Institute, Stavropol;

Lobeiko Yu.A., Ph.D., Professor, Dean of the Faculty of Postgraduate Education, Pedagogical Institute NCFU, Stavropol.

The work was received by the editors on April 22, 2013.

Bibliographic link

I spent sociological survey among students of the third and sixth grades, in which 47 people were accepted, containing the following questions:

1. When buying products, do you pay attention to their composition?

2. Do you know how they are deciphered nutritional supplements, denoted by the index E?

3. Do you know how they affect your health?

Sociological survey results

This sociological survey showed that only 2% of respondents pay attention to the composition of products, 98% do not know how the E index stands for, and do not know how

Survey results

Also during research work was held questioning third and sixth grade students. 47 people took part in the survey, they were asked to answer the following questions:

1. Do you like carbonated drinks, crackers, chips?
2. Do you often drink carbonated drinks, crackers, chips?
3. Do you and your loved ones use semi-finished products and products for cooking at home? fast food(soup blocks, mashed potatoes, noodles, meatballs, etc.)?

The analysis of the survey showed that all the students surveyed 95% use certain foods in their diet, 90% of the students answered that they are very fond of carbonated drinks, crackers, chips. Of these, 30% use sparkling water and 15% crackers and chips very often (almost every day).

10% noted that they and their parents use ready-to-cook and instant food (noodles, potatoes, etc.) in preparing home-cooked meals.

The results of the study of nutritional supplements

Analysis of the qualitative composition of crackers

Crackers "Flint" contain the following additives: E621, E551 - flavor enhancer. Producer - LLC "Factor".

Croutons "3 crusts" with the taste of salmon, cheese contain additives: E621, E527, E631. Producer - Bridgetown Foods.

Croutons "3 crusts" with taste of tomato, greens - E621, E627, E631, E160. Producer - Bridgetown Foods.

Analysis of the qualitative composition of chips

Chips "Lays" contain additives: E621, E631, E627
Chips "Estrella" - E621, E627, E631
Chitos chips - E621, E551

Analysis of the qualitative composition of carbonated drinks

Lemonade contains the following additives: E330, E211, E952, E951, E950, sodium saccharate.

In a Pepsi drink- E338 - phosphoric acid, E330, E124, E152,
AT orange juice TOV "Sandora" on the technology of "PepsiCo Inc" - E950, E951, E952, E954, E330, E221.

As a result of the study of samples of carbonated drinks, food additives such as E211 - sodium benzoate, E338 - phosphoric acid, sweeteners E951, E952, E953, and carbon dioxide which can lead to serious illness.

As a result of the study of samples of chips and crackers, a high content of flavors and flavor enhancers, such as E621- monosodium glutamate, E551- silica, E631- sodium inosinate and many others.

During the study:

1. Systematized theoretical material on food additives in food.
2. A relationship has been established between the food additive and its effect on the human body.
3. Recommendations on the use of products containing nutritional supplements have been developed.
4. The main food additives used in the production of carbonated drinks, chips, crackers have been identified.

INTRODUCTION

Topic of work and justification for choosing a topic

The research paper presented to the attention of the reader is devoted to ...
Have you ever wondered why...? I noticed ... / thought about this question when ...
I've always wondered why...
The desire to find out ... appeared in my childhood. I was interested in …
The theme of our work: "...". I chose this topic for research because…
In the future, I would like to connect my life with ... therefore, I am already interested in ... and have chosen ... as the topic of my research.
I became interested ... after one day ...
When I ... I was struck / I became interested ...

Relevance

… has become an integral part of our lives today. We use...without thinking...
The relevance of the topic of our work is determined by the fact that at present ...
AT modern world… It has great importance, because …
In recent years, we often hear and use the word ...
Many are interested / addicted / think ...
Today the problem ... is one of the most urgent, because ...
The question ... in recent years has been in the focus of research attention ...
The topic is the subject of lively debate...
This is explained by the fact that ... affects our health / mood / success
The problem ... attracts close attention of scientists and the public due to the fact that ...
AT recent times appeared ... and people began to think more and more about ...
Probably every person at least once in his life thought about...
… has always raised a lot of questions in people …
To date, there are two opposing views on this problem ...
Today there are disputes / no consensus on this matter...

Novelty

To date, there are works devoted to ... in general. However, we decided to study this topic using the example of our class / school, and this is the novelty of our study.

Objective

The purpose of this work is to find out why...
The main goal of the work is to answer the question ... / prove that ...

Tasks

To achieve this goal, we need to solve the following tasks:
To achieve this goal, we set ourselves the following tasks:
Work tasks:
The work tasks include:
Study the literature on the topic
Find out the meaning of terms...
Find examples ... in ... / collect material ... / study the composition ... / measure the level ...
Conduct a survey / experiment / observation
Compare/contrast/analyze the results
Draw conclusions about...

CHAPTERS

First chapter (theoretical)
Basic terms and concepts, background

The key concepts for our study are….
... is called ...
On the official website of ... we found the following definition of the term ... "..."
Ivanov V.V. in the book ... defines the concept of ... as ...
Petrov V.V. understands the term...
Sidorov S.S. considers ... as ...
Andreev A.A. in the book "..." gives the following definition...
… - this is …
The site ... offers the following definition of the concept ...
Ivanov’s article “…” in the journal “…” states that…
It is generally accepted that…
It is commonly known…
Let's look at the history first...
The history of the issue is covered in detail on the pages of modern encyclopedias, for example ..., as well as on the website ... For the first time ....
From the book ... we learned that ...
As Ivanov I.I. ... in the article ... "...", ...
According to Ivanov V.V. …
Perhaps this is related...
Besides, …
It is interesting that…
It is widely believed that…
At the same time, it must be emphasized that…

The second chapter is a description of the study

In order to find out ... we decided to conduct a survey ... among the students / parents of our class. The survey was conducted through a questionnaire / survey in in social networks. The survey involved … students and … parents.
Respondents were asked the following questions: ...
The research was carried out on the material…
As a material for the study, we took ....
The examples come from...
The results of the survey are presented in table 1.
In Figure 2 you can see...
Figure 3 shows…
In this case, we see ... / we are dealing with ...
At the same time, it should be noted…
Noteworthy is the fact that…
The diagram shows...

CONCLUSIONS, CONCLUSION

Conclusions by chapter

Based on the foregoing, we can state...
All of the above allows us to draw the following conclusions: ...
Thus, we see...
Consequently …
It's obvious that …
As you can see from the above...
It follows from the above that...
Summing up the above, the following should be noted ...
In summarizing chapter 2, it is necessary to emphasize ...
Summing up the interim results, we can say that ...
As a result of our research, we found that…
In conclusion, it should be noted…
The study allowed us to draw the following conclusions...
The main conclusion that I made: ...
In the course of the study, it was revealed / established that ...
So we made sure...
All of the above proves that...
Based on the foregoing, it is logical to assume that ...
All of the above convinces us that ...
The version of ... seems to us the most plausible, because ...
The examples found and analyzed by us allow us to identify the following pattern: ...

Conclusion
Prospects for further research

We see the prospects for further study of the problem in a more detailed / detailed study ...
In the future it would be interesting...
In our opinion, it would be interesting to study / explore / consider ...
In addition to … discussed in this paper, in our opinion, it would be interesting to study …
The work considers only one of the aspects of the problem. Research in this direction can be continued. It could be a study not only ... but also ...

Job assignment

The study can be useful and interesting for school students who are fond of ..., as well as for everyone who is interested in ...
The results of our study could help the guys in ...
The work may be of interest to…
The results of the study can be used by teachers in preparing lessons / competitions / quizzes on the topic ....
The work can be used for further research...
With my work, I wanted to draw the attention of classmates to the problem ...
The practical significance of the study lies in the fact that its results formed the basis of the rules I developed ... / memo on ... for ...

What did the work give the researcher himself

In the process of writing the work, I learned / learned / discovered / found out ...
The work helped me understand / realize / solve the problem / take a fresh look ...
In the process of working on the study, I gained experience ... I think that the knowledge I have gained will allow me to avoid mistakes / help me correctly ...
The results of the study made me think...
The biggest problem for me was...
The study has fundamentally changed my opinion / idea about ...

Olesya Khisametdinovna Ilyasova,

teacher of chemistry, biology

MKOU "Sarinsky secondary school", Sary village.

Project and research activities of schoolchildren (from work experience)

The modern social order to the education system is aimed at research activities as the most important resource of the individual. The implementation of a research approach in teaching will help to achieve a new quality educational outcomes modern graduates. It is on the new quality of education that the emphasis is placed on the introduction of the Federal State Educational Standard. This is due to the processes of globalization, modernization, informatization, scientific discoveries and fast updates. The current stage of development of education dictates the need to involve students in research and project activities, since at the same time they develop the ability to think independently, analyze, acquire and apply knowledge, put forward hypotheses, plan actions, cooperate in diverse groups, to carry out introspection and self-assessment - that is, mastering universal ways activities and technologies that will be useful to them in the future.

The research form of work complements the educational and cognitive process with new ways of obtaining and presenting information.

Teaching and research activity is understood as a form of organization of the educational process, in which students themselves master the ways of solving problems in the process of independent cognition, organized and directed by the teacher, solve creative, research problems. Educational research activity focuses on the solution of educational problems by students that have already been developed by science.

Getting acquainted with the materials presented by teachers (articles, projects, research works of students, works of NOU), we can conclude that at present the organization is a research and project activities students are taught by teachers from all regions of our country. In addition, the research activity of students in itself is not new in education, but the requirements for the design and content of the work themselves have changed slightly. The authors of the articles pay special attention to the problem of creating effective conditions to organize research and project learning. To organize high-quality research and project activities of students important condition is the possession of the necessary competencies by the teacher himself. This is especially true for beginner teachers.

In my article, I present the results and analysis of the work during the first year of using project activities in chemistry, biology lessons and after school hours. Together with the students, we conducted research of both practical and theoretical nature.

Research activity, as you know, is a specific educational activity, which implies the presence of the main stages characteristic of scientific research, and includes seven stages:

1) the formulation of the topic,

2) formulation of the purpose and objectives of the study,

3) theoretical studies,

4) experimental studies,

5) analysis and design scientific research,

6) implementation and effectiveness of scientific research,

7) public presentation of the work.

The first step is to choose a topic. The choice of the topic of work is a very important stage, since the topic predetermines the entire further course of work. The topic of the work should not be too broad or too narrow. At the same time, it is clear that the fewer words in the title of the topic, the wider it is, it covers a wider field of activity (production of paints). And vice versa - the more words in the title, the narrower the topic, covers a narrower area (production of paints based on natural dyes).

Requirements for the topic of research work:

relevance and novelty (correspondence to the current state of a particular science);

scientific character (correct use of terms, concepts, formulations);

problematic (the topic should have a research and search character);

accuracy (correspondence to objectively existing facts in science);

originality (the theme should not be template).

The next stage is connected with the development of the structure of the design of the content of the research work. At the same time, it is necessary to adhere to general requirements, according to which the structure of the research work includes: title page; content; scroll symbols(if necessary); introduction; main part; conclusion; bibliography (list of literature).

On the early stages Certain difficulties arose in the formation of research skills: at the first stage, the problem arose of the inability of students to work with information sources. It's hard to choose the main huge amount information provided by encyclopedias, textbooks, scientific literature, as well as the Internet computer network. In addition, work with literature is less attractive for students than the experimental part. It takes a certain amount of time to instill the skills of working with a book, the ability to correctly formulate one's reasoning and conclusions in an abstract, learns to make references to used works. Better with theoretical part done by high school students. Students in grades 7-8 needed more time and help from the teacher. Here, we were greatly helped by the fact that the guys studied in the chemistry and biology club, or came for additional consultations, so there was enough time to prepare projects.

The basic knowledge of students is of great importance. In order to immediately get involved in design and research activities, the child must have a certain amount of knowledge in this subject, this is especially important for the experimental sciences - chemistry, biology, physics, etc. Therefore a big plus in this regard, propaedeutic courses become.

The work must be presented and defended by answering the questions of listeners and opponents. The guys who spoke for the first time, even in front of classmates, sometimes got lost when students had questions. Therefore, for a successful presentation of the work, a good knowledge of the material, fluency in speech and sufficient high speed thinking.

The material and technical base of an educational institution, especially a small one locality, often does not meet the requirements of research activities (lack of reagents, special equipment, etc.), so we had to abandon some projects, or choose studies with a less intense experimental part. In the decision this issue communication with other better equipped educational institutions(lyceums, scientific societies of students at universities, etc.). In addition, this is an invaluable exchange of experience, broadening the horizons of students, going beyond the school for research activities, and this can also become an effective career guidance work.

To increase interest in project activities, we involved senior students: a survey was conducted “What do you know about the dangers of cigarettes?”, About the use of alcoholic beverages, cigarettes (anonymously). After the research, the guys with projects spoke at classroom hours during health week.

Also very interesting was the project "History of tempera paints and their production", in which a comparative analysis of paints from natural dyes and artificial paints and varnishes was carried out. In the practical part of this project, the student made several paints of different colors and offered them to other students who gave their assessment of the paints.

Research activities can be organized at three levels: school, teaching and research and research.

The first level allows you to attract a sufficient number of students, but the research topics are quite simple (meeting the interests of the author of the work), and the work itself is a search for information from primary sources.

The second level, in addition to the ability to work with primary sources, also involves conducting experiments, accumulating data for constructing tables, graphs, and diagrams.

The third level requires not only practical significance chosen topic, but also novelty in its development, i.e. logical conclusions, own proposals for conducting an experiment, interpreting its results, etc.

Further work will be aimed at increasing the interest of students in research activities.Why engage in scientific work for students? This question is probably asked by many teachers and students.

Firstly, scientific work the best way demonstrates the connection between theory and practice; secondly, it develops logic, intuition, clarity and consistency of thinking, speech skills; thirdly, it gives talented children a chance to prove themselves; fourthly, it forms skills that can be applied in real life.

The research work of schoolchildren is the first step towards obtaining a qualitatively new education. However, for the successful implementation of project-research activities, it is necessary to solve many issues and create conditions for the organization of research and project-based learning in modern educational practice.

Bibliography:

Akhramovich M.I. Conditions for the organization of research activities of schoolchildren //

Bogush N.F. The place and role of research activities of students in the study subject"Chemistry" (from work experience) //From design and research activities of students to research work: Proceedings of the International Scientific and Practical Conference. - Minsk: APO "Belarusian Association" Competition ", 2013.

Volochko A.M. The main characteristics of the research work of students //From design and research activities of students to research work: Proceedings of the International Scientific and Practical Conference. - Minsk: APO "Belarusian Association" Competition ", 2013.

Gostev A.G., Lebedev M.V. Scientific society students in the lyceum: modern ideas and factors of development. - Chelyabinsk: IC "Ural Academy", 2001.

Very often, young researchers, especially young men, do not pay due attention to the design of the work, meanwhile, this stage is no less, and sometimes even more important than the collection and processing of data. After all, any scientific work makes sense only when other people get to know it and properly appreciate it. Without presenting the work, it is only important for the researcher himself and becomes just a hobby. In domestic science, until recently, insufficient attention was paid to this issue, but now the situation is beginning to improve. After all, with a huge flow of scientific information, scientists often simply do not have time to get acquainted with a particular scientific work in detail.

Therefore, any work should immediately attract attention, the main points should be clearly highlighted in it: relevance, novelty, practical value, the results of implementation in practice. The work should be visual and catchy illustrated. When speaking at scientific conference already after the first words of the speaker, it should be clear to the listeners what is at stake and what should be expected from the presented work.

However, one should be warned against the other extreme: if there is nothing interesting behind beautifully painted posters and illustrations, a scientific report or report turns out to be like a Christmas tree decorated with empty baubles.

You need to start with the title of the work. It often happens that the primary name of the research topic changes, and repeatedly, in the course of the research itself. The final title should absolutely correctly reflect the content of the work and be as specific as possible. For example, if you are studying the pollution of a nearby pond, you should not call your work something like this: “Investigation of the problem of urban water pollution”. If you like such names, then a clarification is necessary, say, this: “on the example of pond No. 1 of the Peter and Paul Cascade in Yaroslavl”, etc.

When making a work, it is best to type it on a computer and print it on a good printer. In addition to saving time several times, in the course of such work, its author develops skills in working with such programs that are absolutely necessary for any researcher, such as “MS Word” and “MS Excel”, which allow you to apply any illustrations, automatically build graphs, etc. .d.

If a computer is not available, it can be replaced by a typewriter. In extreme cases, just handwritten work is allowed, but the handwriting must be clear, legible, and easy to read.

The title page of the work should indicate the name of the work, the author, the supervisor, the institution in which it was performed (laboratory, circle, school). Other special requirements for the title page of the work are usually specified by the institution to which it is submitted. You should not decorate the title page with a variety of drawings, cut out pictures, postcards, ornately executed inscriptions, etc. It looks very childish and does not indicate the good taste of the author.

The text must be clean, without blots. If a word or phrase was spelled incorrectly, you should rewrite the entire sheet, in extreme cases, cross them out, but in no case put them in brackets - this is illiterate! The requirements for literacy in scientific and literary work are the same.

The language of the work must be scientific. What does it mean? You can not use a variety of literary liberties designed to influence the feelings of the reader. What you want to communicate should be equally and unambiguously perceived by any reader. The requirement of scientific accuracy is not as easy to meet as it seems. There is a famous joke about this. You can not write "elephants near Moscow are not found." It is necessary: ​​"elephants near Moscow are not met."

Any natural science work is written approximately according to the same plan. It usually includes: 1. Introduction. 2. Literature review. 3. Material and technique. 4. Results and discussion. 5. Conclusion and conclusions. 6. List of used literature. Such a plan may vary slightly, but generally remains unchanged for scientific papers worldwide. Let's analyze them separately.

Introduction. It is the first chapter of the work and brings the reader up to date: the introduction should reflect the relevance, novelty and practical value of the problem under study, formulate the goals and objectives of this work, justify them, and try to convince the reader of his views on these issues. The introduction shows how fluently the author owns the topic of the work, his general erudition. It should be borne in mind that quite often busy readers of the entire work look through only the introduction and main conclusions. From this, the special importance of the introduction becomes clear. After all, if it is poorly written, the reader can simply put your work aside.

The purpose of the work should be formulated specifically, and not in general terms. For example, you cannot write "The purpose of our work is to study the behavior of seagulls." There are two inaccuracies here. Firstly, what kind of seagulls was the author going to deal with? Secondly, their behavior is quite complex: there is behavior at feeding, during nesting and reproduction, hierarchical behavior, relationships between young individuals and their parents, etc. etc. In addition, the behavior of birds and gulls, in particular, depends on the time of year, on the place of observation, etc. Therefore, it is impossible to study the behavior of gulls in general.

Another one typical mistake, characteristic of schoolchildren when writing an introduction, is as follows. Instead of scientific purpose the goal is educational, interesting only for the performer himself. For example, like this: "We decided to learn how to grow asters in the schoolyard." Of course, such a goal deserves every encouragement, but there is no science here. Now, after you learn how to grow asters, you can conduct some research with them, but for now, such work is not scientific.

Literature review. Quite often, if there is not much literature, the literature review is combined with the “Introduction” chapter, this is a matter of the author's taste. A literary review is given in order to bring the reader up to date, show what other authors have done on this issue, reflect their erudition on the research topic, show that the topic of your work has not been studied enough or not studied at all, and you are not going to “reinvent the wheel” ".

When writing literature review you need to remember the following. You can not mechanically rewrite phrases from different books and articles. Such rewriting is called plagiarism (literary or scientific theft) and may even be punished under copyright laws. Therefore, the literary information of interest to the author should be stated in his words. The job is quite difficult. The author must compare different points views on the subject of their research, offer their own interpretations of these views, note their strengths and weaknesses, state their views on the problem. If it is necessary to make a verbatim quotation of some author, it is necessary to quote the quoted text and indicate its source (book, journal, etc., indicating the publisher, year, volume, journal number, page) so that any reader can verify its authenticity. If you are not quoting from the original source, you must write "quoted from ...".

In the literature review, you do not need to write everything that you found on the subject of interest to you, but only what is directly related to the topic of your work. For example, if you are studying the behavior of birds, you should not describe in detail their anatomy, nest structure, etc.

Material and technique. This chapter describes where, when and by whom, how observations and experiments were carried out, how many of them were carried out, with what accuracy measurements and calculations were carried out, what methods of data processing were used. If any standard techniques have been used, it is not always meaningful to describe them in detail, since many of them are well known. If the methodology was developed or modified by the author himself in the process of work, it is necessary to describe in detail both the original methodology and the changes. that were included in it. It is necessary to substantiate the reason for these changes and the opportunities offered by the modified methodology.

In general, the methodological section of the work must be described in detail, since often an incorrect description of the application of the methodology serves as the main ground for criticizing the work. It is very useful, instead of a detailed verbal description of the observation site, to attach its map-scheme with marked observation points and photographs of these places. It is useful to present the material used in the work in the form of tables.

Results and discussion. This section of the work does not provide for rewriting the observation diary or the protocol of experiments. If the publication of these materials is necessary, then this should be done at the end of the work in the form of an “Appendix” and references to them should be made in the text of the “Results and Discussion”. The work should present already processed and meaningful material.

This is done most simply in faunistic or floristic studies. For example, observations were made of the species composition of birds in a city park. In this case, a list of species is given in a systematic order and some information is reported about each species. It is important to separate our own observations from those taken from the literature.

In experimental or environmental work, it sometimes happens that a student tends to summarize all the results in one or more tables, graphs or diagrams and confine himself to that. It is not right. In addition to tables and other illustrative material, the results must be described verbally, with reference to these illustrations. It is in the discussion of the results obtained that the “scientific face” of their author, his individuality, and the ability to generalize and draw conclusions are manifested, as it were.

The order in which results are discussed is usually as follows. First, the most general patterns are outlined, then more specific ones. For example, when comparing the behavior of hamsters and mice, you first need to say a few words about the type of behavior of mammals that you are studying in general, then rodents in general, and at the end - specific species of hamsters and mice with which experiments were performed.

Very often the results obtained need to be compared with those already available in the literature. At the same time, the author at some points usually confirms the literary data, and at some points he can refute them. The most important thing when refuting data is a convincing argument. This sometimes requires additional experiments or broader observations. If such additional studies have not been carried out, it is necessary to specifically stipulate their need, for example: “... as a result of the work carried out, it turned out that our data need additional verification, which will be the subject of our further research in ... a year.”

In general, when writing “Results ...”, it is of great importance to highlight personal achievements and thoughts of the author, especially those made by him for the first time (the novelty of the study). the main task this chapter is to convince the reader of the validity of the conclusions that are made at the end of the work.

You should not overload the text with special terms, striving for science-likeness. Never use words whose meaning you do not understand; one should try to use only well-known scientific terms. On the other hand, oversimplification can be detrimental to business.

Conclusions. Conclusions are a brief summary of the results of the study, formulated in a concise manner and without evidence, usually numbered, for example:

“As a result of the conducted research, the following conclusions can be drawn:

1. . . . . . . . . . . . . . . . . . . . . .

2. . . . . . . . . . . . . . . . . . . . . . " etc.

The most important conclusion should be placed first, and then arranged in descending order of importance.

In the "Conclusions" you can also give the prospects for further development of the topic of this study, if any, and indicate the methods by which it will be carried out.

Avoid the following fairly common mistake: conclusions should not be a summary of the work or its “results and discussion” section.

Bibliography. The importance of this mandatory part of the work is usually underestimated by schoolchildren. The list of references contains a listing of all the articles and books mentioned in the text. It is needed so that any reader can find any book or article according to the data in the list. The list is compiled according to a certain standard, which can be found in any scientific article.

Articles and books in the list are usually located in alphabetical order by the names of the authors. If there are several authors, the place is determined by the surname of the first of them. Usually, the following recording order is used: surname, initials, book title, place of publication (city), publisher name, year. If we are talking about an article, the order is as follows: surname, initials; article title; magazine, volume, number, year, pages.

When the bibliography is long, it is usually numbered. If there are jobs on the list foreign languages, they follow the list of Russian literature in Latin alphabetical order.

In order to avoid embarrassment, only those works that the author has read himself should be included in the list.

Illustrations. All tables and figures (photographs are also called figures) must have the same numbering. Each table or figure should be referenced in the text.

Illustrations can be given in the appropriate places in the text or at the end of the work. How to do it is a matter of taste of the author. It is only important to observe the following rule: tables and figures must follow each other in the order of numbering, and in the same order they must be mentioned in the text. The quality of the illustrations is the face of the work. Therefore, we must strive to ensure that all of them are made as best as possible.

All illustrations must be relevant, reflecting only the work itself, and not the identity of the performer.