Journal of Social Sciences and Humanities Research Fundamentals
126
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TYPE
Original Research
PAGE NO.
126-130
DOI
OPEN ACCESS
SUBMITED
26 October 2024
ACCEPTED
30 December 2024
PUBLISHED
30 January 2025
VOLUME
Vol.05 Issue01 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Developing Students'
Research Competence in
General Secondary
Schools (Based on Natural
Sciences)
Qaraxonova Lobarxon Musaxonovna
Head of the Department at the National Institute of Pedagogy named
after Kari Niyazi, Senior Researcher (PhD), Project Leader, Uzbekistan
Abstract:
The implementation of modern technologies
and methods in the education system today not only
facilitates students' comprehension of subjects but also
enables teachers to adopt an individualized approach
to
their
students.
Contemporary
educational
standards, curricula, and textbook content increasingly
emphasize the development of students' independent
learning skills, encouraging them to prepare practical
assignments both in the classroom and outside of it.
In this context, the teaching process of natural sciences
directs students toward self-study by allowing them to
select topics of personal interest and investigate
related issues through small-scale research projects.
Keywords:
Teaching natural sciences, engaging
students in the learning process, continuous
development in education, educational methods,
extracurricular activities, independent learning skills,
research-oriented learning.
Introduction:
The issue of developing research
competence in educational institutions has been widely
studied by many scholars. The transformation of
research skills into competencies is largely determined
by the accurate formulation of specific educational
goals.
The relevance of fostering research skills in school
students through project-based learning technologies
remains significant today. It is worth noting that in
primary education, the newly introduced "Natural
Sciences" subject has replaced the previous "Our
Surroundings" and "Natural Science" courses. The core
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of this subject is heavily focused on practical exercises,
with numerous topics structured as hands-on activities.
Completing practical assignments is not confined to the
classroom; students can continue them at home,
allowing for independent learning both during and
outside of class hours. In this regard, practical activities
in lessons serve as a preparatory stage for students'
small research projects.
Similarly, in the next stage of education, the subject
"Natural Sciences" is also taught in 6th-grade biology
classes. Teaching topics in the form of small research
projects fosters students' research skills, making
biology lessons more aligned with scientific inquiry.
Organizing the methodological content of students'
research engagement at different grade levels
gradually enhances their ability to complete
independent tasks and small-scale projects.
The development of high school students' research
skills depends on the nature of the research
assignments they undertake. Each academic subject,
based on its objectives and requirements, aligns with
students' interests. Biology, in particular, attracts
students in various ways. In the 9th grade, students
acquire fundamental scientific knowledge about
nature, scientific facts, and their underlying principles.
During the learning process, students carry out the
following research-related activities:
•
Independently
conduct
laboratory
experiments;
•
Carry out small research projects in natural
environments;
•
Study and observe the lifestyle of animals in the
school’s biology corner;
•
Write research papers on assigned topics;
•
Complete small-scale research projects.
An analysis of the didactic content of 9th-grade biology
lessons shows that, along with theoretical topics, the
curriculum includes eight laboratory sessions and three
practical exercises. This biology course covers
theoretical knowledge related to cellular structures,
chemical composition and properties of organisms,
genetic foundations, metabolism, and individual
development of organisms. To facilitate the learning of
these topics, teachers increasingly implement
innovative teaching methods and tools.
The integration of advanced technologies and methods
in the education system today not only helps students
assimilate topics more easily but also supports teachers
in adopting an individualized approach to students.
With the introduction of new educational standards,
curricula, and textbooks, greater emphasis is placed on
fostering students' ability to work independently,
prepare practical assignments in and outside the
classroom, and develop their research skills. In this
context, biology lessons encourage students to engage
in self-directed learning by selecting topics of interest
and investigating related issues through small-scale
research projects.
This form of small-scale research directly enables
students to master modern methods of searching for,
processing, and utilizing information. It helps them
assimilate certain research methodologies, define their
research stance, continue their small-scale research,
and, over time, develop research skills to the level of
competence.
In educational literature, the concept of competence
has been widely discussed by numerous scholars.
Competence is the ability to apply acquired theoretical
knowledge, practical skills, and expertise to solve both
practical and theoretical problems encountered in daily
life. Competency (from Latin: competens
–
capable,
skilled) refers to the adequacy of an individual's
knowledge, skills, and experiences in fulfilling their
social and professional roles, solving problems, and
performing assigned tasks effectively [6].
To understand the essence of research competence,
various approaches have been proposed by scholars.
One group [1] considers research competence as a
fundamental component of competence, while another
group of specialists [2,6] views it as an integrated set of
knowledge and skills necessary for organizing research
activities. In this regard, we propose the following
working definition for the research process:
Research competence refers to personal skills
developed during the research process, which is
directed towards independent knowledge acquisition
and based on the goals and objectives of solving a
chosen problem. The core idea of the research is to
engage students in scientific-research activities,
fostering their ability to identify, formulate, and solve
pressing scientific issues, find innovative solutions, and
implement them into practical activities. This process
also involves developing a continuous system of
innovative training within the framework of research
activities.
Although
transforming
students'
skills
into
competencies may seem challenging, acquiring
research competence occurs gradually. During small-
scale research projects, students engage in
independent study, analysis, literature review, and the
selection of internet sources under the teacher’s
guidance. Since this process involves the teacher’s
direct collaboration, students often require their
teacher’s moral support and attention.
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In this context, it is worth noting that research skills
may not be common among all students in a classroom.
However, there will always be those who have a strong
interest in a particular subject and a desire to conduct
research. If the teacher provides proper guidance
throughout the learning process, students can develop
not only subject-specific knowledge and skills but also
initiative, collaboration abilities, teamwork skills,
communication skills, critical thinking, information
filtering, and data utilization abilities. As highlighted
earlier, skills, when reinforced through learning and
experience, gradually evolve into competencies.
Research competence
, as a structural component of
competency, directly contributes to its effectiveness. It
enhances students' critical thinking and creative
abilities, ultimately serving as the foundation for
transforming their intellectual, communicative, and
project-based skills into competencies.
In general secondary education, integrating research-
oriented mechanisms into high school biology lessons
represents a unique pedagogical approach.
In this regard, the formation and development of
research competence in students can be assessed
through the following seven key indicators:
•
The ability to define the objectives of an
activity;
•
The ability to identify subjects, tools, and
actions necessary to carry out the activity;
•
Reflection and analysis of activity outcomes
(comparing achieved results with initial objectives);
•
The ability to independently acquire new
knowledge;
•
The ability to transfer acquired knowledge to
new contexts;
•
The ability to apply knowledge in planning
one's
actions,
developing
and
implementing
interdisciplinary research projects;
•
Proficiency in information and communication
technologies, including searching for information and
ensuring safe use of ICT tools and the internet.
In our opinion, research activities organized for high
school students have a transformative impact on
research competence and serve as a significant
outcome of research activity. These activities enable
students to align the knowledge they acquire in the
field of biology with their future career choices.
Consequently, by orienting students toward research,
we also contribute to the development of their career
selection skills and guide them toward their
professional paths. Based on this premise, a system of
directions will be developed to enhance the research
competencies of high school students in general
education schools. We will examine the engagement of
students in research activities through several
examples.
The first stage of this process (which corresponds to
September of the academic year) involves identifying
students’ aptitudes and abilities. This
means assessing
their involvement in research activities during their
lower grades up to the present stage of education, as
well as determining whether they have the motivation
to undertake small projects. Following this, students
are provided with explanations regarding the types of
research activities they can participate in either as part
of the general education curriculum or independently,
including:
- Preparing research projects;
- Participating in academic subject-based months
within the school framework;
- Attending national-level conferences;
- Preparing and publishing articles on a specific issue
they are studying;
- Taking part in various national and international
competitions.
To transform the research skills of 9th- to 11th-grade
students into competencies, they are directly involved
in conducting small projects, which begins with biology
teachers introducing research topics. At the initial
stage, students study and analyze recommended
materials related to their chosen topic. This analysis
differs somewhat from higher-level research analyses,
as it is carried out in collaboration with a teacher. This
is because scientific analysis may present certain
difficulties for high school students. Therefore, the
teacher’s involvement helps gu
ide students in the right
direction. Over time, their ability to work
independently
improves
through
practical
engagement.
After topic selection and individual work with the
teacher, students present their research topics to an
audience, where they outline the objectives and tasks
of their future projects and explain their research plans.
Such activities contribute to the psychological
development of students, fostering the formation of a
well-defined sense of self and cultivating an interest in
showcasing their achievements.
To properly guide students into research, project topics
should be chosen in advance, considering their
personal interests and capabilities while aligning them
with potential career pathways. In this regard, it is
necessary to devel
op students’ ability to carry out
research work and instill a sense of responsibility in
them. Teachers continuously monitor students’
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progress in executing their projects and observe the
development of their research skills.
Based on the selected topics and their results, an
individual plan is developed for each student.
According to this plan, students must locate, study, and
analyze necessary biological literature with the
teacher's assistance, organize experimental work,
understand laboratory safety requirements, conduct
experiments, record observations and findings, and
document their research outcomes. Additionally,
biology teachers guide students in writing essays and
articles, gradually introducing them to research
methodologies.
Weekly meetings are organized to review each
student’s progress according to their individual
research plans. Research activities are integrated into
students’
extracurricular
activities
and
club
participation as outlined in the curriculum. However,
given that orienting students toward scientific activities
is currently one of the most pressing tasks, it is
advisable to allocate specific hours for research
activities and properly evaluate and encourage
teachers' efforts in working with gifted students.
Indeed, young researchers in general education schools
will continue their studies in vocational colleges,
academic lyceums, and higher education institutions.
Therefore, it is essential to establish a solid foundation
for
research
competencies
during
classroom
instruction, extracurricular sessions, and independent
studies, ensuring that students acquire comprehensive
knowledge and skills. Under such conditions, guiding
students toward science not only stimulates their
participation in Olympiads, multi-stage competitions,
and academic contests but also teaches them to use
their free time productively.
From the above points, it can be concluded that the
development of students’ research competencies
fosters their participation in various competitions,
helps them acquire the right motivation in the learning
process, and equips them with the ability to
independently search for, collect, process, and utilize
information. It also enables them to assimilate
innovations through unique methodologies and,
ultimately, defend their ideas independently, making it
a key factor in their academic growth. It should be
noted that conducting research within small projects
helps students independently search for information,
analyze it, and interpret it to acquire new knowledge.
This marks the beginning of their scientific journey and
the gradual transformation of research skills into
competencies.
At the initial stages of research, students are taught and
trained in presentation skills, asking and answering
questions during specially organized sessions.
Experimental work has shown that independent
research and its defense, carried out under the
guidance of teachers, can be a complex process for
students. Therefore, allocating sufficient time for skill
development is essential. Initially, students should
analyze research with the teacher; in the next stage,
they should present their preliminary research findings
in discussions with classmates. Subsequently, senior
students should develop skills in presenting their
research preparation results to their peers.
Another critical step in developing the research
competencies of high school students is training them
in writing research papers. This begins with introducing
them to the basics of writing small academic articles
based on their research results. The methodology for
involving students in research activities facilitates the
acquisition of research skills, the ability to present their
work, and, ultimately, self-regulation and the ability to
demonstrate their acquired knowledge and skills
effectively.
As part of developing and refining students' research
competencies in biology, a didactic system is devised to
support their research outcomes within the framework
of scientific activities. That is, conditions are created for
students to carry out research within the existing
educational structure of general secondary schools. To
sustain students' interest in research and ensure its
continuity, their achievements and research findings
should be regularly showcased in competitions,
presented as exemplary work, and acknowledged by
school administration and teachers.
Indeed, by developing students’ research skills into
competencies at the general education school level, we
can confidently state that their engagement in scientific
research at subsequent educational stages will
significantly increase.
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