Scientific research component of training future PhDs in the condition of graduate education

Анотація

The development of the content of the discipline presupposed the disclosure of the general characteristics of the «method of organizing a pedagogical experiment» concept. In the process of educational material review the implementation of this approach was based on the allocation of three conceptual spaces («pedagogical experiment», «organization», «methodology») and their pairwise coordination through the following concepts: «experiment», «pedagogical experiment», «organization of pedagogical experiment», «methods of organizing a pedagogical experiment».

Thus, the starting point for solving the task was to outline the concept of «pedagogical experiment. In general, it is identified as a certain attempt, a piece of speculative theory-based data that needs confirmation or refutation; as a form of cognition; as one of the main methods of scientific research, in which the study of a particular phenomenon takes place in appropriately selected or artificially created conditions that ensure the emergence of those processes, the observation of which is necessary to establish regular links between phenomena. [2; 3]. Thereafter, assigning the concept of «experiment educational orientation, we introduce the concept of «pedagogical experiment, which is characterized as a form of knowledge of pedagogical facts in specially created conditions in order to ensure the study of the basic provisions of the problem, implementation and verification of specifically organized pedagogical influences.

During the process of teaching the above mentioned course, it is emphasized that the following interpretation of the concept of «pedagogical experiment» allows us to structure the material of scientific work, which will be used by the graduate students (dissertation). Thus, the following sequence of sections is applied:

I section - theoretical;

II section - analytical-experimental;

III section - project-recommendation.

At the same time, graduate students must clearly understand that ensuring the procedural nature of scientific and pedagogical experimental work is done by building a holistic methodologically oriented concept of the organization of pedagogical experiment, thus, its consideration is based on the «organization» category.

It is known that the concept of «organization» derives from the ancient Greek word «organon», which denotes a tool or instrument, and appeared due to the necessity of cooperation of efforts in order to achieve personal and common goals of the subjects of mutual activity(ies) in connection with a number of physical, biological, psychological and social constraints. Its other derivatives are the concept of «organ», later - «organism», and finally - «organization» [8].

During the discussion of the educational material it is emphasized that in the theory and practice of human activity the concept of «organization» is viewed in three dimensions: a) the organization itself (organization in statics); b) activities for streamlining the organization (organization of the organization); c) activities to streamline the process of managing the activities of the organization (organizing management of the organization) [7: 14-17].

Specifying the concept of «organization» in the classroom is carried out through the prism of existing in modern scientific fields of knowledge (philosophy, mathematics, economics, sociology, etc.), the practical range of its application based on a wide range of interpretations:

- association (unification) of people, social groups, states on the basis of common interests, goals, action programs, etc.;

- a collectivity of people or set of groups, united to achieve any goal, solving a problem based on the principles of division of labor and responsibilities, as well as subjected to hierarchical layering, public association, government agency;

- an action with the meaning «to organize» or «be organized»;

- an integral part of management, the essence of which is to coordinate the actions of individual elements of the system, to achieve mutual compliance with the functioning of its parts; features of structure, composition of something, structure as the interaction of components;

- physical and mental peculiarities of an individual;

- a set of measures aimed at coordinating the actions of individual elements of the system [3: 679].

Under such conditions, the nature of the application of the term «organization» allows us to identify a number of basic markers for its semantic interpretation: the association of people whose joint activities are aimed at implementing established programs based on certain rules and procedures; internal order, coherence of interdependent elements of the whole (system); a set of processes or actions that ensure the achievement of system goals.

Designing organizational measures on the reality of scientific and pedagogical research, the organization of pedagogical experiment is considered as a set of processes related to the knowledge of pedagogical reality or actions that lead to the formation or improvement of interconnections between parts of the whole - structural components of the studied pedagogical phenomenon.

Particular attention was paid to the connection between the concept of «methodology» and «organization of pedagogical experiment», which we describe as the relationship between the answers to the questions «how?» («Methodology») and «what?» («Organization of a pedagogical experiment») - in what way, and how it is necessary to «organize» (act in certain conditions) a pedagogical experiment. pedagogical course graduate student

The basis for the introduction of the concept of «methods of organizing a pedagogical experiment» is defined by the allocation of two levels of organization by R. S Bielkin:

1) strategic level of experimental work organization; the level of organizational methodology reflects the fundamental aspects of the entire cycle of research procedures, determines the links and transitions of scientific tasks from stage to stage based on the goals and content of the study in general [2];

2) tactical level of experimental work organization; this level includes the organization of specific (in some cases - individual) experimental actions, organizational and technical measures within a specific act of research, provides effective deployment of the most important «subsystems» of research, including sampling of experimental work, methods of collecting, processing and analyzing information, etc. [2].

The presented provisions allow us to introduce the concept of «methods of organizing a pedagogical experiment» and «methods of pedagogical experiment» taking into account their dialectical unity as a whole and its partitions - categories that reflect the relationship between a set of objects or their structural components, elements and connections that unite them, and lead to the emergence of new properties and patterns that are not inherent in objects, parts, elements while being isolated [6].

Thus, the method of organizing a pedagogical experiment (the first strategic level of the organization) is a set of interconnected methods and techniques of appropriate implementation of knowledge of pedagogical reality in specially created conditions that effectively transform input resources (author's developments as a result of theoretical generalizations of problem under study and evaluation of its relevance) into the final product and achieve the goals of organizational activities. «Set' in relation to the method of organizing a pedagogical experiment includes programmatically organized historical, logical, technical, organizational, informational, procedural and other tools aimed at achieving the goals and objectives of pedagogical research.

Methods of pedagogical experiment (the second tactical level of organization) is considered as a complex of theoretical and empirical methods, the combination of which allows with the greatest probability to investigate pedagogical process in its structural components and integral parts, as well as to study comprehensively the investigated problem, including all its aspects and parameters. [5]

A clear delineation of the concepts 'method of organization of pedagogical experiment» and «method of pedagogical experiment» allows to dilute the didactic tasks of the discipline:

1) To outline the general content of the discipline «Methods of organization and mathematical methods of processing the results of pedagogical experiment», which includes consideration of the following key issues: choice of direction and sequence of research, experiment planning, technology of scientific activity, methods of scientific gnosis, basics of theoretical and experimental research principles of organization and conduct of scientific investigation, set of the experiment criteria, analysis of the results of experimental work.

2) to formulate the most general algorithm of research procedures carried out during the experimental work.

In this context, it is important to emphasize that at the strategic level («methods of organizing a pedagogical experiment»), the researcher undergoes the following stages:

1. Formulation and introduction of the research topic; development of a scientific hypothesis.

2. Defining the aim, tasks, objectives, object, subject of scientific research.

3. Execution of theoretical and applied research.

4. Registering and filing the report on the performed research work.

The practical implementation of the «methods of organizing a pedagogical experiment» (strategic level) through the formulated organizational tasks involves the justification of the relevance of the issue under study, which is performed during practical classes by the graduate student him/herself; determination of stages of experiment; outlining the structure of dissertation; development of the program of experimental work; elaboration (analysis) of scientific sources on the research topic; formulation of theoretical assumptions; development of pedagogical experiment criteria and levels of manifestation of the studied phenomenon; substantiation of author's ideas and developments for improvement of pedagogical reality, etc.

Research procedures of the practical (applied) part of the experiment («methods of pedagogical experiment») are specified as follows:

1. Clarification of the programme of experiment with selection of specified techniques (methods, forms, means) in order to perform chosen experimental procedures.

2. Definition of ways and methods of influencing the object of research (author's developments: models, technologies, didactic methods, didactic system, etc.).

3. Providing conditions for experimental work.

4. Development of ways and methods of recording the course and results of the experiment.

5. Preparation of experimental tools (devices, installations, models, etc.).

6. Providing the experiment with the necessary maintenance.

7. Analysis and generalization of the results of the pedagogical experiment.

8. Registration of results of pedagogical experiment.

Thus, the tactical level is an applied part of a holistic pedagogical experiment. Prospects for the use of this material include the graduate students' orientation, experience gaining, as well as knowledge enhancement in the course of practical classes on the implementation of author's developments, verification of the formulated theoretical assumptions during the ascertaining and formative stages of the pedagogical experiment; analysis of the results of a pedagogical experiment based on the use of selected methods of scientific research (theoretical, empirical, methods of mathematical statistics) and registration of results in the selected form.

The results of the implementation of the course «Methods of organization and mathematical methods of processing the results of pedagogical experiment», obtained on the basis of O. Smirnov's method of relative frequencies, indicated qualitative changes in the research component of training future PhDs in graduate school in assessment (A) by competent arbiters (supervisors) and self-assessment (SA) by graduate students of the third (educational-scientific) level.

Thereafter, based on the averaged data, we state the following changes: in the motivational sphere there is a transition from unstable ideas about the need to study a special course (A- 0.84; SA-0.76) to a deep understanding of the key motivating factors of its inclusion in the educational programme of graduate students (A-0, 89; SA-0.84); in cognitive - from superficial knowledge obtained in the process of preliminary professional training (A- 0.74; SA-0.73) to awareness of the importance of gaining knowledge with a projection on the implementation of scientific and pedagogical experiment (A-0.85; SA-0.79 ); in the operation sphere - from intuitive formulation and implementation of experimental tasks (A-0.73; SA-0.72) to a flexible variable system of independent actions, the ability to apply them in any situation, taking into account the experience gained (A-0.83; SA-0.77); in personal sphere - from tactical actions in the creation and implementation of experimental work (A-0.59; SA-0.58) to rapid adaptation in the information space, a high degree of mobility, perception and processing of information, persistence in solving professional issues, formed readiness to perform a personally defined scientific task (A-0.88; SA-0.82).

Conclusions and research perspectives

With the corresponding structure of the educational programme, studying the discipline «Methods of organization and mathematical methods of processing the results of pedagogical experiment» involves solving a number of problems of fundamental training of highly qualified specialists. Moreover, mathematical methods of modeling and optimization of research processes are determined as the basic and most important ones. Under these conditions, the postgraduate student is becoming not only a scientist, but also as a conscious citizen, ready to take responsibility for solving urgent problems of society.

The analysis indicates the need to predict the effectiveness of the research component of the future PhDs training as a promising way to improve the quality of scientific and pedagogical experiment.

References (translated & transliterated)

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