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THE IMPORTANCE OF METHODOLOGICAL CULTURE IN SCIENTIFIC
RESEARCH ACTIVITY
Otayeva Salamat Sabirovna
Senior Lecturer at the Department of Psychology and Sports,
Ma’mun
University
Annotation:
This article analyzes the importance and essence of
methodological culture in the implementation of scientific research activities, the
requirements for its components, and the indicators for developing methodological
culture.
Keywords:
Scientific research, research activity, culture, methodological
culture, level, zero level, unstable-empirical level, research, heuristic, integrative.
It is important to apply a research-based approach in the teaching activity of an
educator and to identify and study the scientific research components within the
teaching profession. Many prominent representatives of pedagogical science and
practice have emphasized the significance of the creative research aspect of
pedagogical work.
The great teacher and reformer J.A. Comenius emphasized the importance of
guiding young people to actively observe and explore the surrounding world in the
learning process. He believed this approach would help them understand the essence
of things. In this regard, Comenius's views are particularly interesting. He stated:
"...people should be taught to gain knowledge not from books, but by observing the
sky and the earth themselves, so that they study objects on their own and seek out and
learn from the observations and explanations of
others.”
Based on the above ideas, it is appropriate to consider the importance of
methodological culture in developing research skills among students of pedagogical
fields.
Methodological culture
is a culture of scientific thinking based on
methodological knowledge, with methodological reflection at its core.
The methodological culture of a
teacher-researcher
is a component of professional
culture that requires the integration of values awareness, systematic methodological
knowledge, methodological skills for designing, implementing, and evaluating the
process and outcomes of scientific research, as well as the development of a personal
intellectual style capable of providing an adequate solution to scientific problems.
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It is essential that the teacher-researcher acts as a subject (initiator) of
methodological reflection
.
It is appropriate to analyze the development of methodological culture step by
step through various levels:
zero
,
unstable-empirical
,
heuristic
,
research
, and
integrative
levels. Below, we will explain the content of each of these levels.
Zero level
–
At this stage, elements of methodological culture have not yet
formed.
Unstable-empirical level
–
At the level of imagination, partial
methodological knowledge is present; some methodological, formal-logical, and
instrumental-technological skills have been formed. The research topic is not
relevant, and the problem is neither clearly posed nor well-defined. The research
lacks methodological grounding and appears eclectic in nature. The categorical
framework is vague, structurally inconsistent, and logically flawed. The hypothesis is
not original. The logic of research is methodologically weak and unsubstantiated. The
experimental program lacks theoretical grounding and shows technological
contradictions. The research results and conclusions are characterized by a lack of
originality, novelty, and theoretical value. There is irregular reflection on separate
stages and processes of the research, but the subject of methodological reflection is
not represented. The intellectual-methodological scope is narrow. Algorithmic
approaches dominate the intellectual activity. The
“trial
and
error”
method is
prevalent. The proposed solution to the scientific problem is based on previously
developed tools and techniques. The heuristic potential of the research is low
–
the
study focuses on pedagogical objects already known in the field and remains within
traditional conceptual boundaries. The probability of achieving new results is very
low (the researcher mostly repeats known facts and principles).
Heuristic level
–
At this level of understanding and application, certain
methodological, logical, and technological abilities have been developed. The
scientific and practical relevance of the research is substantiated. The content and
structure of the categorical framework are clarified, although some logical flaws may
persist. There is no strict correlation between the methodological features, essence,
and conclusions of the research. The hypothesis possesses high heuristic potential and
is marked by conceptual novelty and a non-standard approach. The aim of the
experimental work is theoretically justified, although its program may not fully align
with practical technology. The research results and conclusions demonstrate novelty
and practical significance. Although there is irregular reflection on research stages,
the subject of methodological reflection is not evident. The researcher operates within
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a variable intellectual-methodological domain. The study is distinguished by clear
heuristic potential.
Research level
–
At this level of understanding and application, systematic
methodological knowledge is present. Logical, technological, and reflective abilities,
as well as specific methodological skills, are developed. The scientific and practical
relevance of the research is substantiated. The content and structure of the categorical
framework are clarified and logically correct. There is no strict correlation between
methodological features and conclusions, but the research hypothesis demonstrates
heuristic value, novelty, and a non-standard approach. The logic of research is
methodologically sound and well-grounded. The relevance and consistency of
experimental work are theoretically justified, and its program does not contradict
technological practices. The research results are characterized by novelty, practical
utility, and theoretical significance. The researcher reflects on the stages and
processes of the research but does not yet act as a subject (initiator) of
methodological reflection. The researcher demonstrates a variable intellectual-
methodological repertoire. The study has high heuristic potential.
Integrative level
–
At this level of understanding and application, systematic
methodological knowledge, logical, technological, and reflective abilities, and
specific methodological skills are fully developed. The scientific and practical
relevance of the research is substantiated. The content and structure of the categorical
framework are clarified and logically consistent. There is no strict correlation
between methodological characteristics and conclusions. The hypothesis is heuristic,
innovative, and non-standard. The logic of the research is methodologically accurate
and well-founded. The experimental or empirical work is appropriate, and its
program aligns with technological requirements. The results are characterized by
novelty, practical value, and theoretical importance. The researcher reflects on the
stages and processes of the research but still does not fully emdiv the subject of
methodological reflection. The intellectual-methodological repertoire is diverse and
variable. The study demonstrates a high level of heuristic potential.
Conclusion:
The presence of truth and novelty in scientific knowledge is a
fundamental value. Science, as a component of culture, develops within a specific
historical and cultural context and is grounded in social and cultural perspectives. At
the same time, science serves as a foundation for the development of culture.
Therefore, in order for a researcher to possess a well-developed methodological
culture, they must have a solid foundation of systematic methodological knowledge.
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Foydalanilgan adabiyotlar:
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Xodjayev. B, Choriyev. A. Saliyeva. Z.
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Roziqova L.T. Talabalarda tadqiqotchilik
ko‘nikmalarini
shakllantirish
va rivojlantirishning ilmiy- pedagogik asoslari. Monografiya. Toshkent 2021-y.
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