The article presents the results of research work. Trifilova E.A.

"The discussion of the results"

The next structural section of a scientific article after the “Research Results”, which is unique to it, is the “Discussion of the Results”. It is included in the size of the article, which can lead to its exceeding, so the "Discussion of the results" should be as short as possible. Its main content is usually devoted to the thematic interpretation of the presented research results. Moreover, one that convincingly proves (logical explanation) fact of elimination actual problem in the form of elimination of its causes and negative consequences. Inadequate interpretation of the experimental material, in principle, will not allow logical substantiation of this proof, which means that the reader of the article will never understand whether the set scientific goal was achieved and whether the actual problem was eliminated along with its causes and consequences.

Before you start writing this theoretical section of the article, it is advisable to carefully read its content in other journal articles where you intend to publish. In this way, the information quality of the relevant information can be improved, which will facilitate its publication. The presence or absence, for this section, of a separate title is determined by the requirements of the editorial board.

Within the limits of the editorial limitation of the volume of the article, the section "Discussion of the results" can be the largest, and in terms of its content the most interesting. This is explained by the fact that it presents the author's interpretation of the results obtained, as well as their comparative analysis and logical relationship with the work of other scientists who dealt with a similar problem. Using this information, the author of the article gives an argument confirming the solution of the tasks set, the achievement scientific purpose and elimination of the actual problem presented in the "Introduction". Such an argument involves, first of all, an explanation of how the results presented eliminate the causes (Negative consequences) actual problem, by solving relevant scientific problems. The "Discussion of the results" presents the author's view of his experimental material and analyzes it. scientific significance, in relation to the problem under consideration. Thanks to this analysis, the adequacy of the applied scientific approach and the reliability of the results obtained are proved. The author explains the consistency of the identified relationships between the studied indicators and substantiates, in this way, the success of eliminating the existing actual causes and negative consequences of the problem under consideration. At the same time, the correspondence of the obtained data and their interpretation to the scientific materials of other scientists is discussed. (primarily known) who dealt with similar topics. Such a discussion is aimed at explaining the differences or coincidences in the views on the adequacy of the scientific problems posed, on the effectiveness of the methods for solving them, on the success of achieving the scientific goal and eliminating the actual problem as such. But the most informative and significant in the "Discussion of the results" is either an original methodological approach to the problem under study, or a new hypothesis, or a theory that explains its features and allows them to be predicted. The author's reasoning on this matter can become an informational basis for further development existing or to create new scientific areas, both on the topics considered, and on related or even completely new ones, as well as for experimental verification of the theoretical conclusions made.

• 1. based on the formulations of the tasks presented in the "Introduction", build a logical chain between their consistent solution and the elimination of the corresponding causes and negative consequences of the current problem;
• 2. interpret only those thematic indicators that indicate the successful solution of specific scientific problems and explain how they ensure this;
• 3. Based on this explanation, logically substantiate the fact of achieving the set scientific goal and eliminating the considered actual problem as such. The conclusion drawn can be used as the basis for the formulation of the main conclusion in the section of the article "Conclusions";
• 4. Give the results of research by other scientists, on the basis of which this justification can be interpreted, within the framework of your author's approach to eliminating the problem;
• 5. formulate this approach, using the interpretation carried out, thus creating a model (hypothesis or theory) studied problem (phenomena). The conclusion drawn can be used as the basis for the formulation of one of the intermediate conclusions in the section of the article "Conclusions";
• 6. based on this model, predict new results and, if possible, confirm them (directly or indirectly) experimental data of other scientists;
• 7. Summarize the given scientific material (own and from primary sources) to substantiate the adequacy of the implemented approach to eliminate the considered topical problem and others similar to it, outlining the prospects for continuing research on the topic under study. The conclusion drawn can be used as the basis for the formulation of the final conclusion in the section of the article "Conclusions".

In the "Discussion of the results", the relevant information should be provided in the same sequence as the experimental results in the "Study Results" section. Moreover, they must be considered, first of all, from the point of view of solving the set scientific tasks to eliminate the corresponding causes and negative consequences previously formulated in the "Introduction". Such consideration should demonstrate the fact of achieving the scientific goal and eliminating the actual problem. To do this, first, each experimental result associated with the solution of a specific scientific problem is interpreted within the framework of the applied terminological basis, taking into account a targeted thematic analysis of existing literary primary sources. Then, using the same terminology, a logical solution to each scientific problem is given, in the form of eliminating a specific cause and / or its consequences. Then, using the same terminology, it is explained how the scientific goal was achieved and the problem was eliminated and what is the use of this.

A typical discussion of the results, necessarily, includes a focused short review worked primary sources (given in the "List of references" and not duplicated in their content in the "Introduction"), related to the interpretation of specific thematic indicators presented in the “Research Results”. On the basis of these bibliographic materials, the degree of compliance of the author's interpretation of the obtained data with existing points of view within the framework of the developed topic is determined. This is accompanied by adequate scientific comments with the formulation of new views and scientific and practical approaches, both to the considered and to other similar problems. The author's interpretation of the presented results can be used as the basis for creating a new hypothesis or theory, both within the framework of the subject considered, and in other thematic areas directly or indirectly related to it. Their scientific essence will reflect the adequacy, consistency and comprehensibility of the given interpretation of the presented experimental material, from the standpoint of achieving the goal of the study and eliminating the actual problem. The reader can use this informative part of the discussion to get acquainted with the existing scientific views, both regarding the known and new experimental data presented in the article. If desired, he can work through the given primary sources for a detailed study of the material presented in them.

Unlike the "Introduction", which provides only generalized thematic information from well-developed scientific primary sources, the literary review part of the "Discussion of the Results" is aimed only at the works of other scientists who are directly or indirectly related to the specific experimental data presented in the article. Moreover, they, in the author's interpretation, are directly related to the solution of specific scientific problems to achieve the goal of the study. The presentation of the available literary sources when discussing the author's results should be logical, consistent and clearly aimed at explaining the adequacy of the chosen interpretation of the experimental data. (from "Research Results") to achieve the scientific goal formulated in the "Introduction". If the results obtained are "extravagant" in nature, then it is necessary to enlist the virtual support of other scientists. (primarily known) whose point of view either coincides, or is close, or at least does not contradict the author's position. This can be done by quoting the relevant statements taken from specific publications or limiting themselves to their detailed retelling. But quotations or their retelling should be given only in the case when the author did not find any experimental data in the primary sources confirming the adequacy of the author's extraordinary statements, conclusions, etc., applied by him to prove the fact of achieving the goal of his research. In this way, he can virtually enlist the support of scientific authorities to justify the legitimacy of his scientific approach and interpret the data obtained on the basis of his own terminological basis.

The information content of the bibliographic review in the "Discussion of the results" should be associated with comments on the points of the technological plan for presenting the relevant material. In that literature review first of all, the information that, in the author's opinion, confirms the correctness of the interpretation used and is important for proving the elimination of the actual problem is given. In addition, it should also consider materials from similar studies, but explaining the results obtained from other positions. At the same time, we must try to find a common approach to solving similar scientific problems, as well as discuss possible reasons existing differences. Ultimately, such a discussion should convince the reader of the adequacy and correctness of the final conclusions of the article, in their interpretation by the author. The presented evidence is aimed primarily at explaining the logic of achieving the scientific goal of the study, by consistently solving the relevant scientific problems to eliminate the causes and consequences of the actual problem. The contents of the "Discussion of the results" section should characterize this logic, based on the chosen interpretation of the obtained experimental data, which, in the author's opinion, indicates the elimination of the actual problem. This interpretation should take into account scientific information from the primary literature, in relation to each of the thematic indicators appearing in the final conclusions. In this regard, first of all, it is necessary to provide information from specialized scientific periodicals (magazines) per last years. At the same time, it is advisable to refer to well-known scientists who have worked with similar issues and who share (or at least non-denials) scientific views and approaches of the author. With regard to those scientists, primarily well-known ones, who have a different point of view, it is advisable to talk about them in detail only if the author and / or his “like-minded people” (from "Literature List") there are strong arguments in favor of their rightness. Otherwise, it is better to limit ourselves to a generalized mention of their existence and return to a detailed discussion of their scientific views, after the comments of the reviewer of the article. (if they are). Only on his recommendation, in connection with the revision of the article, should this issue be considered in more detail. At the same time, in order to prove the validity of the scientific approach of the author and his interpretation of the results obtained, it will be necessary to rely on those well-known scientific authorities who share (do not deny) the author's point of view on the problem under consideration.

When presenting the “Discussion of the results”, terms and definitions from the descriptions of the actual problem, the causes and consequences of its existence, the scientific goal, tasks and experimental data from the “Introduction”, “Research Methods” and “Research Results” should be used. In addition, these same terms and definitions should be used in the formulation of the relevant conclusions in the Conclusions section.

"Discussion of the results" it is desirable that it does not exceed = 2.0 pages of the "A-4" format, according to the previously proposed printing parameters (See subsection 3.1 "Recommendations for the textual presentation of results", with paragraphs).

The presented recommendations for writing a section of a scientific article - "Discussion of the results" will help the student to more effectively interpret his experimental material and prove the validity of the approach used to achieve the scientific goal of the study. Such an interpretation can be used as the basis for creating a new hypothesis or theory for describing the problem under study. The reader can use them to build their own theoretical approaches to solving similar scientific problems and to conduct appropriate experimental tests. This will contribute to the formation of the scientific authority of the author of the article, as a theorist specializing in a particular scientific subject. In addition, knowledge of the features of creating an information-quality "Discussion of the results" will help the student to more effectively work out the relevant material from other publications, more adequately perceiving their theoretical orientation. Adequate application of the presented recommendations will improve the quality of the scientific interpretation of the research results and thus increase the chances of a student article. (work) be published in a professional scientific journal. The presented tips on creating the "Discussion of the results" section are advisory in nature and can be creatively changed by its author, but, taking into account the requirements of the editorial board of the journal where it is planned to be published.

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 index E 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 bars, 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% drink soda and 15% crackers and chips very often (almost every day).

10% noted that they and their parents use semi-finished and instant products (noodles, potatoes, etc.) in preparing home-cooked food.

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.

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. Modern stage The 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.

Educational and research activity is understood as a form of organization 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 student work, the work of NOU), it can be concluded that at present the organization of 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 for the organization of 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 activities, 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 current state certain 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 computer network Internet. In addition, work with literature is less attractive for students than the experimental part. It takes some 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 were engaged in a chemical and biological circle, 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 the 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 resolving this issue, communication with other more equipped educational institutions (lyceums, scientific societies of students at universities, etc.) can help. 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 manufacture", 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.

Sections: Extracurricular work

Features of educational design and research activities.

The activity of designing your own research, which involves the identification of goals and objectives, the selection of principles for selecting methods, planning the course of the research, determining the expected results, assessing the feasibility of the study, determining the necessary resources.

What is the research activity of students?

This is the activity of students associated with the solution by students of a creative, research problem with a previously unknown solution. It assumes the presence of the main stages characteristic of research in the scientific field, according to the traditions accepted in science:

1. formulation of the problem;
2. study of the theory devoted to this problem;
3. selection of research methods and practical mastery of them;
4. collection of own material, its analysis and generalization;
5. scientific commentary;
6. own conclusions.

Any research, no matter in what field of natural or humanities it is executed, has a similar structure. Such a chain is an integral part of research activity, the norm of its implementation.

How can student work be classified? carried out as a result of project activities.

Problem-abstract -creative work written on the basis of several literary sources; information obtained from people as a result of conversations; data different sources that involve matching.

Experimental - creative works written on the basis of performing an experiment described in science and having known result. They are more illustrative.

naturalistic and descriptive creative work aimed at observing and qualitatively describing a phenomenon. May have an element of scientific novelty.

Research - creative works performed using a method that is scientifically correct, having their own experimental material obtained using this technique, on the basis of which an analysis and conclusions are made about the nature of the phenomenon under study.

What kind of activities will become available to children.

In the process joint work conditions for the formation of the following elements of project activities are created for children and adults:

• mental activity: putting forward an idea brainstorm), problematization, goal-setting and task formulation, hypotheses, question formulation, assumption formulation, reasonable choice of method or method, activity trajectories, introspection and reflection;
• presentation: construction of an oral report on the work done, the choice of methods and forms of visual presentation of the results of activities, the production of visual objects, the preparation of a written report on the work done;
• communicative: the ability to listen and understand others, express yourself, find a compromise, interact within the group;
• search engines: finding information in catalogs, on the Internet, formulating keywords;
• informational: structuring information, highlighting the main thing, receiving and transmitting information, presenting in various forms, ordered storage and retrieval;
• conducting an instrumental experiment: organization of the workplace, selection of the necessary equipment, selection and preparation of materials, conducting the actual experiment, monitoring the progress of the experiment, measuring parameters, understanding and interpreting the results.

What is the learning outcome of the project activity:

1. experience in designing activities by students to solve identified research environmental issues;
2. experience in organizing their activities and the activities of the population aimed at solving local environmental problems;
3. development of a strategy to prevent deterioration and improve the condition environment.

In the project, at each stage, tasks are proposed related to the implementation of a specific practical activities, with the provision of information obtained during the research to the population, with the organization of active actions to improve the condition of water bodies.

What is a learning project for a student.

This is an opportunity to maximize your creative potential. This is an activity that allows you to show knowledge, bring benefits, publicly present the result achieved. This activity is aimed at solving an actual and interesting problem, formulated by the students themselves in the form of a task, when the result is of a practical nature and is of great practical importance.

Presentation of the results of research activities.

Presentation of the results is a very important part of the project. You can brilliantly present not very weighty information, or you can nullify the result of the work by not properly presenting interesting data, making a bad report.

Preparation for the defense of the results of project activities includes:

1. design of stands, the so-called stand presentation (with photographs, drawings, diagrams, diagrams that clearly represent the essence of the project);
2. preparation oral presentation project (statement of the problem, the essence of its solution, using visual aids - slides, videos and other technical means);
3. creation of a special folder of documents (“portfolio”), in which the progress and logic of work on the project are presented as fully and conclusively as possible.

Each position is aimed at evoking a lively response from the project participants, evoking their curiosity, interest, and creativity.

When defending the results of their own activities, students demonstrate:

1. knowledge of the content of the problem;
2. the ability to competently present the developed version of its solution;
3. the ability to present the results of the practical activities done, to show changes in the state of the environment and the consciousness of the population;
4. argued and clearly, answer questions, defending the developed position, and accept criticism, which should become a factor in the further development of the project.

Features of registration of results of research activity.

When preparing your materials for a presentation of any kind (speech at a conference, publication of an article, design of materials for participation in a competition, etc.), you should be guided by some rules. Here is some of them.

The construction of the text requires a consistent reflection of such stages of work as the identification and evaluation of the existing problem situation, goal-setting, setting research objectives, choosing the methods and techniques necessary for the implementation of the study, presenting the results obtained in the form of processed primary information (tables, graphs, diagrams, etc.), analysis and generalization of these results, conclusions.

With a large amount of information received, it can be difficult to arrange the experimental data concisely, on 3-5 pages of text, as is often required for a presentation. In this case, you should try to group all the results into logical blocks, summarize them in tables or graphs, highlight the most important results, identify patterns, and present the rest in a generalized form or arrange them in the form of applications.

It is unlikely that your research can be quickly completed. As a rule, the process of working on a project generates new ideas, the implementation of which may require significant resources and time. This is a natural process, as it should be. Your task is not to postpone the preparation of the report due to new circumstances, but to make a short stop “to catch your breath” and “look around”. Limit yourself to the results that have already been obtained in the most advanced area of ​​work, generalize them. You can leave an unfinished step for further work how hurt. It will even be good if at the end of your project report there is a plan for the further development of the project.

Criteria for evaluating results.

The criteria for evaluating the performances of children based on the results of research work are:

1. scientific character (correct use of terms, use of methods that provide reliable results, etc.);
2. originality (implementation of original ideas, etc.);
3. independence (the teacher is only a consultant, "leading master");
4. presentation culture (language, manners, intelligibility of presentation, visibility, quality of design);
5. reasoned conclusions;
6. references to literary sources.

What is to be assessed?

Any level of results achieved is worthy of a positive assessment. Subject to assessment:

1. the significance of the problem to be solved by the project;
2. complexity, completeness and scope of the research;
3. compliance of the project with the stated topic, the depth of the study of the problem;
4. the degree of creative participation of schoolchildren in research;
5. the degree of independence in the implementation of various stages of work on the project;
6. practical use of subject and general school knowledge, skills;
7. the amount of new information used to complete the project;
8. the degree of understanding of the information used;
9. level of complexity and degree of mastery of the methods used;
10. originality of an idea, a way to solve a problem;
11. understanding the problem of the project and formulating the goal of the project or research;
12. the level of organization and presentation;
13. possession of reflection;
14. creativity in the preparation of visual presentation objects;
15. social and applied significance of the obtained results.

Works that compare the results of their own research and data obtained by other groups of schoolchildren, students, scientists are welcome, a comparative study of the methods used in different research groups is carried out.

The main content of the speech should reflect the essence, personal contribution in the study, the main results: the novelty and significance of the results. The speaker builds his speech on the basis of reading (preferably retelling) a previously prepared text. The speaker must understand that in a certain time he must understand that in a certain time he must present information that can expand the existing boundaries of the ideas of the conference participants on the topic of the study.

The student-researcher should set himself the task of preparing the content of the report and arguing the answers to the questions so that they can be understood by a wide range of people. All this will contribute to a favorable impression and disposition towards the speaker on the part of those present at the conference.

2. Sample public speaking plan

3. About the form of public speaking

The success of a student-researcher at a conference largely depends on the form. The speaker should be aware that the perception and understanding of the proposed new information by the conference participants is largely determined by the form of contact with the audience and the form of presentation of the research results. The speaker's presence of courage (in the best sense of the word), as a rule, creates a positive emotional atmosphere for all conference participants.

4. Factors affecting the success of the speech

Before, during and after the presentation at the conference, the speaker needs to take into account the significant factors directly related to the form of the speech - this appearance and the speaker's speech used demo material, as well as forms of answers to questions during the discussion.

Presenter appearance

• Clothes - clean, elegant, businesslike, comfortable, should not be full of flowers.
• Hairstyle is neat.
• Facial expressions reflect confidence and friendliness towards the audience.
• The figure is taut: the back is straight, the shoulders are deployed.
• Movements - free, confident, smooth, non-aggressive.

Speech

• Loudness - accessible to the perception of words by distant listeners, but without screaming and anguish.
• The pronunciation of words is intelligible, clear, confident, complete (without swallowing endings), with the correct literary stress.
• The pace is slow significant areas information, medium - in the main presentation, fast - in the supporting information.
• The intonation is friendly, calm, convincing, expressive, without ironic or offensive shades.

Demo Material

• Devices, models, designs and other visual objects.

Visual objects and actions on them are an effective means of successful interaction with those present. The speaker needs to provide in advance a place for placing visual objects.

When demonstrating the work of objects or conducting experiments, the speaker must observe the safety of people's lives, as well as the integrity and cleanliness of the room.

As an example, a description of the methodology for carrying out one of the works performed by the students of our school.

Study of the ecological structure of aquatic biocenosis and morphophysiological features of hydrobionts in connection with their habitat conditions.

Objective: to get acquainted with the species composition of the aquatic fauna: to identify the features of the adaptability of animals to the aquatic lifestyle and structural features of different ecological groups.

Materials and equipment: A) for field research: a hydrobiological net, a plankton net, a boat and a bottom grab (if these are not available, it is possible to collect bottom animals with a hydrobiological net), tweezers, large photographic cuvettes (2-3 pcs.), 2-3-liter jars with gauze covers (4-5 pcs.), rope (10 m), bucket, field guides for aquatic animals. B) for cameral research: microscope, slides and coverslips, dissecting needles, tweezers.

Hydrobionts - inhabitants aquatic environment- it is customary to subdivide into at least three ecological groups: planktonic organisms - unicellular and multicellular animals and plants of small sizes (algae, protozoa, some small worms, larvae of some aquatic organisms, etc.), freely floating in the water column and not capable of active movement ( make only vertical migrations and cannot resist even weak currents, waves, etc.); nekton organisms - inhabitants of the water column, capable of active movement (fish, aquatic mammals, some invertebrates); benthic organisms - inhabitants of the bottom (larvae of amphibious insects, crustaceans, some vertebrates). All these ecological groups have character traits adaptation to their environment.

Progress

Field studies:

1. Select a section of the reservoir, write down the initial data in the diary.
2. Using a hydrobiological net, smoothly passing it under water near aquatic vegetation, collect aquatic nekton animals. Put the catch into a photocell and examine it by placing some animals in a jar of water.
3. Using the same net or boat and bottom grab, get bottom dwelling animals (benthos). The bottom grab is lowered on a cable (rope) from the boat, while measuring the depth. If a net is used, then they are driven along the bottom surface, collecting benthic organisms along with the silt. The catch is placed in a photocell and carefully dismantled. Some animals are placed in a jar of water.
4. After straining 10 buckets of water through a plankton mesh, collect plankton, which is placed with part of the water in a separate jar.
5. Considering external structure each ecological group, to identify features of adaptability to their environment.
6. Draw in the workbooks representatives of each environmental group.
7. Conduct observations on the movement, respiration and nutrition of hydrobionts. Record the results of the observations in the field diary.

Cameral research:

1. Examine and identify planktonic organisms under a microscope by preparing micropreparations. Draw typical representatives.
2. Compose several food chains of aquatic biocenosis.
3. Determine the percentage of zooplankton and phytoplankton in the sample.
4. Make a general conclusion.

Applications for work:

1) Ecological marathon « Pure water- for all!"(Attachment 1);

2) Resource psychotraining "House of my soul"(Appendix 2);

3) Role-playing game"Food, production food products and healthy lifestyle life"(

INTRODUCTION

Topic of work and justification for choosing a topic

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Tasks

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Study the literature on the topic
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CHAPTERS

First chapter (theoretical)
Basic terms and concepts, background

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The second chapter is a description of the study

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CONCLUSIONS, CONCLUSION

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Conclusion
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