DISCOVERING OF RESEARCH-BASED TRAINING SYSTEM EFFECTIVENESS IN UKRAINE

Roman Pavliuk

Roman Pavliuk Institute of Human Sciences of Borys Grinchenko Kyiv University

Abstract

The research is devoted to the study of research-based training features in the system of higher education in Ukraine. On the basis of electronic survey it was summarized the features of research-based training understanding, its methods, forms, characteristics by teachers and scientists of various universities of Ukraine. It was compared the understanding of Ukrainian scientists and international scientists in the field of research-based training and singled out some gaps in Ukrainian experience of its usage. It was found that Ukrainian educators classified research-based training as a technology of training and a form of organization of training. Ukrainian educators determine objectives/goals of research-based training as an integrated system: research-based training is aimed for development of research skills, critical and analytical thinking, and forming of professional competencies. The forms of application of research-based training and its form of organization is mostly match with the general understanding of the world scientific community: practice oriented education (with an analysis of the data) and the drafting of a research project together with problem-search study are now occasionally used in the practice of higher educational institutions. And in the end, it was found absence of substantiated methodological framework of research-based training and the replacement of it by the system of research and scientific activities of students.

Key words: research-based training, methodological framework, research and scientific activities, higher education, research skills.

Downloads

Download data is not yet available.

References

Batechko, N.G. (2016). Theoretical and Methodical Basis of Future Higher School Teachers’ Preparation in Conditions of Master’s Program. Abstract of Doctor of Sciences Thesis. Kyiv. 44 р. (in Ukrainian)

Bondarenko, N.O. (2014). Pedagogical Conditions of Scientific and Research Training of Masters of Social Pedagogy. Abstract of Ph.D. Thesis. Pereiaslav-Khmelnytsrii. 20p. (in Ukrainian)

Lutsenko, I.V. (2011). The Formation of Research Culture of Future Teachers in the Activities of Students Scientific Society. Abstract of Ph.D. Thesis. Luhansk. 20 p. (in Ukrainian)

Pryima, S.M. (2016). Theoretical and Methodical Basis of Projecting and Functioning of the System of Open Adult Education in Ukraine. Doctor of Sciences Thesis. Kyiv. 488 p. (in Ukrainian)

Proshkin, V.V. (2012). The Essential Characteristics of the Integration of Research and Training Work in the University Training of Future Teachers. Bulletin of Taras Shevchenko LNU. 22 (257). P. VI. 77-83. (in Ukrainian)

Fedirchyk, T.D. (2016). Theoretical and Methodical Basis of Development of Pedagogical Professionalism of Young Lecturer during Scientific-Pedagogical Activities. Doctor of Sciences Dissertation. Chernivtsi. 452 p. (in Ukrainian)

REFERENCE

Батечко Н.Г. Теоретико-методологічні засади підготовки викладачів вищої школи в умовах магістратури : автореф. дис. … д-ра пед. наук: 13.00.04. К., 2016. 44 с.

Бондаренко Н.О. Педагогічні умови науково-дослідницької підготовки магістрів соціальної педагогіки: автореф. дис. … канд. пед. наук: 13.00.04. Переяслав-Хмельницький, 2014. 20 с.

Луценко І.В. Формування дослідницької культури майбутніх учителів у діяльності студентського наукового товариства: автореф. дис. … канд. пед. наук: 13.00.04. – Луганськ, 2011. 20 с.

Прийма С.М. Теоретико-методологічні засади проектування і функціонування системи відкритої освіти дорослих в Україні: дис. … д-ра пед. наук: 13.00.01. Київ, 2015. 488 с.

Прошкін В.В. Сутнісні характеристики інтеграції науково-дослідної й навчальної роботи в університетській підготовці майбутніх учителів. Вісник ЛНУ імені Тараса Шевченка, №22 (257). Ч.VI. 2012. С. 77-83.

Федірчик Т.Д. Теоретико-методичні засади розвитку педагогічного професіоналізму молодого викладача вищої школи в процесі науково-педагогічної діяльності: дис. … д-ра пед. наук: 13.00.04. Чернівці, 2016. 452 с.

Aditomo A., Goodyear P., Bliuc A.-M., Ellis R. A. Inquiry-based learning in higher education: principal forms, educational objectives, and disciplinary variations. Studies in Higher Education, 2013. № 38.

Dewey J. How we think: A restatement of the relation of reflective thinking to the educative process. Boston, MA: D.C. Heath, 1933.

Glaser Barney G., Anselm L. Strauss. The Discovery of Grounded Theory: Strategies for Qualitative Research. New Brunswick and London: Aldine Transaction 2012.

Healy M. Linking research and learning to benefit student learning. Journal of Geography in Higher Education, 2005. № 29. Р. 183–201.

Humbold V. W. Der Köningsbrger Schulplan. 1809. In A. Flitner (Ed.), Schriften zur Anthropologie und Bildunslehre, 1984. Р. 69–76.

Ifenthaler D. & Gosper M. Research-based learning: connecting research and instructions. Curriculum Models for the 21st Century: Using Learning technologies in Higher Education, 2014. 73-89.

Jewel E., & Brew A. Undergraduate research experience: Programs in Australian universities. URL: http://www.mq.edu.au/ltc/ug_research/files/ Brew_MQFellouship_UGprograms_report2010.pdf.

Justice C., Rice J., & Warry W. Academic skill development – Inquiry seminars can make a difference: Reflections and directions on course design and teaching methods. Innovative Higher Education, 200). № 3. Р. 201-223.

Justice C., Rice J., Warry W., Inglis S., Miller S., Sammon S. Iquiry in higher education: Reflections and directions on course design and teaching methods. Innovations in Higher Education, 2007. № 31. Р. 201-214.

Levy P. & Petrulis R. (2012). How do first year university students experience inquiry and research, and what are the implications for the practice of inquiry-based learning? Studies in Higher Education, 37 (1). Р. 85–101.

Ludwig J. (2011). Forschungsbasierte Lehre als Lehre im Format der Forschung. URL: http://www.sq-brandenburg.de/files/bbhd03.pdf

Mills J. E. & Treagust D. F. (2003). Engineering education – Is problem-based or project-based learning the answer? Australasian Journal of Engineering Education. URL: http://www.aaee.com.au/journal/2003mills_treagust03.pdf.

Oliver R. Engaging first year students using a web-supported inquiry-based learning setting. Higher Education, 2008. № 55. Р. 285–301.

Prince M. J., & Felder R. M. Inductive teaching and learning methods: Definitions, comparisons, and research bases. Journal of Engineering Education, 2006. № 95/2. Р. 123-138.

Prince, M. J., & Felder, R. M. The many faces of inductive teaching and training. Journal of College Science Teaching, 2007. № 36 (5). Р. 14–20.

Rogers M. A. P., & Abell S. K. The design, enactment, and experience of inquiry-based instructions in undergraduate science education: A case study. Science Education, 2008. № 92 (4). Р. 591–607.

Spoken-Smith R., Walker R. Can Inquiry-based Learning Strengthen the Links Teaching and Disciplinary Research? Studies in Higher Education, 2010. №35 (6). Р. 723–740.

Wildt J. (2010). ‘Forschendes Lernen: Wie und Warum?’, Presentation at Leibniz University Hannover, 13. October 2011. URL: http://www.zel.uni-hannover.de/fileadmin/institut/pdf/ForschendesLernen_ LeibnizUniversityHannoverProf.Dr.Dr.Wildt13.10.2011.pdf.