Peculiarities of the Educational Process of the Scientific Lyceum: Educational and Scientific Component

Abstract

The article considers the problems connected with the 
process of education in scientific lyceums as specialized 
institutions of general secondary education of scientific 
direction. In the process of analyzing the features of 
the educational process of the scientific lyceum it was 
identified some trends that ensure the success of research 
activities of gifted students and strengthen their interest 
in scientific work through the integration of educational 
and scientific components of the learning process, which 
requires consideration mental qualities and characteristics 
of a gifted high school student, in particular, a high level 
of motivation to learn, perseverance in achieving success, 
willingness to apply knowledge, desire to achieve the goal.
It is established that the application of procedures for
the integration of educational and scientific components 
as components of the learning process of gifted students 
provides conditions for specialized education in the field 
of science based on the implementation of various learning 
strategies and methods of project activities.
The article highlights that the combination of 
educational and scientific components of the holistic 
educational process contributes to the successful formation 
of research competencies of intellectually gifted students 
by creating a situation of success.
The author argues that scientific knowledge is intended 
for study in the form of special courses or electives, must 
meet the interests of gifted students, their knowledge needs. 
Based on familiarizing students with additional scientific 
information, they receive a generalized idea of the main 
areas of the world around them, assimilate theoretical 
scientific information and reliable data about them.
Consequently, thanks to the successful integration of 
educational and scientific content, intellectually gifted 
students, in addition to general educational ones, acquire 
scientific knowledge, expand their research experience, 
and receive propaedeutic preparation for scientific activity