INTEGRAL EXPERIENCE OF SCIENTIFIC KNOWLEDGE AS A CONDITION FOR THE DEVELOPMENT OF THE SCHOOLBOY’S RESEARCH COMPETENCE
The article discusses ways to develop research competence of students in natural science education. The formation of experience in educational and research activities (ERA) is considered as a sufficient condition for the development of research competence. It is taken into account that the experience of activity according to the degree of structuring in the mind can be complete, fragmentary and “empty”. For the formation of competence, a holistic experience based on conscious and active creative activity is important. The reason for the fragmentary and “empty” experience of ERA is a weak awareness of the student’s actions, caused by the lack of connection between the previous reproductive and new research experience of cognitive activity in his / her ideas. The analysis of existing educational programs on ERA, designed to form the necessary concepts, skills and conscious experience of research activities, showed their low quality, primarily reproductive nature and uncompensated gap between theory and practice. The proposed mechanism for activating awareness of the student’s actions is based on the provisions of A. N. Leont’ev and includes the formation of students’ understanding of a) the essence of the ERA and b) their role in it. In this regard, it is necessary to pay special attention to the study of the process of scientific knowledge as the basis of ERA and the practical development of the scientific method as a means of ERA. As an approach to the implementation of the practice - oriented educational program “Experience of scientific knowledge”, we consider the concept of P. Y. Gal’perin, which was developed in the works of N. F. Talyzina on the formation of an indicative basis for creative activities. This system of views assumes the initial openness to the student of all aspects of the process (goals, content, tools, etc.) and independent development of actions based on the principle specified by the teacher, ensuring its broad transfer. As a result of mastering the program, 88% of students have formed an integral experience of ERA, which is a sufficient condition for the development of such a personal quality as research competence.