Verification of innovative science education practices of Ukraine’s Junior Academy of Sciences
DOI:
https://doi.org/10.32405/2309-3935-2023-1(88)-19-27Keywords:
scientific education, learning courses, scientific competence, scientific literacy, ascertaining experiment, formative experimentAbstract
The results and conclusions of verifying the effectiveness of two tested and two newly created innovative science education courses of the Junior Academy of Sciences of Ukraine (from now on, JASU) are presented. The experiment was conducted as part of scientific research in the 2021/2022 academic year. The experimental activity involved two hundred fifteen students from 10 educational institutions. During the experiment, two newly created questionnaires were used. The first is a multi-criterion questionnaire intended for long-term training courses; the second is an express questionnaire for short-term training courses.
As a result of the experiment, it was established that when starting studies in the sections of the JASU, students have some advantage in developing scientific competence over students who do not plan to engage in research. But in general, according to the assessment of 68 indicators, they differ only in some parameters: interest in scientific activity, satisfaction with learning, and respect for science among representatives of the JASU are higher. Instead, the ability to see the possibilities of monetization of an idea and financial and economic literacy is lower.
The obtained results of checking the effectiveness of long-term courses testify to their overall positive impact on the development of scientific competence, where the highest level of influence is observed for such indicators as: "Ability to find the novelty of the research", "Owning methods of research, what is specific for discipline", "Ability to implement own ideas", "Ability to formulate scientific and cognitive questions", "Ability to determine the object and subject of research".
Likewise, short-term courses had a significant impact on the development of students' scientific literacy, especially on the following indicators: "Knowledge of scientific theories", "Ability to use scientific concepts in writing and conversation", "Skill to verify the information obtained using reliable sources" and "Research skills".
The formative stage of the research proved the effectiveness of the proposed methods and the prospects of their implementation and scaling in other educational institutions.
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