У статті розглянуто основні етапи та методика проведення наукових педагогічних
досліджень майбутніми вчителями технологій. Виділено схему рівнів методології дослідження.
Описується загальна класифікація науково-педагогічних досліджень та застосування основних
методів у здійсненні наукових досліджень. Розглянуто види досліджень та їх характеристика.
Обумовлено, що дослідницька робота передбачає здійснення глибокого аналізу, синтезу й
узагальнення педагогічних фактів, що сприяє збагаченню педагогічної теорії.
The article deals with the main stages and methods of conducting scientific pedagogical
researches by future technology teachers. The scheme of levels of research methodology is allocated.
Describes a general classification of scientific and pedagogical research and the application of basic
methods in the implementation of scientific research. The types of researches and their characteristics
are considered. It is stated that research work involves in-depth analysis, synthesis and generalization
of pedagogical facts, which contributes to the enrichment of pedagogical theory.
In modern methodology and logic of science, the following general scheme of levels of
methodology is allocated: level of philosophical methodology; level of methodology of general
scientific principles of research; the level of concrete scientific methodology; level of techniques and
techniques of research.
Experimental learning is one of the modern methods of researching psycho-didactic problems.
There are two types of experimental learning: an individual learning experiment that has already
firmly entered into science and collective experimental training.
Along with general scientific, there are special methods of specific sciences that reflect the
specifics of the subject of each science. In each special method, the principles and methods of scientific
thinking are revealed.
As a rule, distinguish two types of experiment: the setting and forming. A confirmatory
experiment is used at the beginning of the study to determine the state of the subject of the study. After
the development of scientific regulations, a formative experiment is conducted on approbation of
scientific assumptions, checking their effectiveness. Along with the main - the forming experiment is
duplicative, in which ideas and hypotheses are checked on another material, in other conditions. Then
the analysis of these experiments is carried out and the conclusions are drawn: as far as the hypothesis
put forward by the researcher was confirmed, how the research tasks were solved, what are the
prospects for further work in this direction.
An important final stage in the research work of a scientist should be the design of the results of
scientific research. Consequently, the quality of the results of scientific research depends on
methodological provision, pedagogical observation and the level of formation of students’ abilities to
observe and describe the pedagogical process, to conduct a research plan.
