SCIENTIFIC RESEARCH ACTIVITY OF STUDENTS PRE-SERVICE TEACHERS OF SCIENCES AT UNIVERSITY: SIGNIFICANCE, READINESS, EFFECTIVENESS AND CAREER ASPECTS (original) (raw)
Scientific research activity (SRA) of the future nature subject teachers during university studies is a significant their professionality / skilfulness component. Teacher research activity at school and education quality improvement are directly related. On the other hand, teacher as a researcher (research) competence is formed not only during studies at university or performing pedagogical practices, but also during continual professional improvement activities, as for example, reflexive research. It is obvious, that learners’ scientific research activity is one of the main activity directions in natural science education process. Such activity effectiveness, and also natural science education quality for the most part guarantees properly prepared teacher. A qualitative research was performed, in which 84 two Lithuanian university bachelor and master study programme students participated. The main research aim is to analyse SRA significance to teacher profession, contribution to professional readiness, and also to evaluate study process favourableness to scientist (researcher) career choice and personal student readiness for SRA. Data analysis was carried out applying content analysis method. It has been stated, that the biggest part of respondents relate SRA with professional improvement, and essential such activity contribution is professional readiness improvement (knowledge acquisition, experience and competence development). It has been fixed, that study process is partly favourable, however unsuitable conditions, teachers’ lack of interest and unfocused orientation to career hinder its improvement. Regardless of the fact that 50 % of research participants evaluated their personal readiness to participate in SRA as improper, still the attitude to researcher career remains positive.
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The development of student abilities of scientific research activity (SRA) in the process of studies appears as a highly important area. In the course of studies, students not only increase their general competencies, acquire professional abilities and skills but also learn to conduct research. This does not mean that all students will build their careers in the field of scientific research in the future. The present life, labour market, the complexity of technology, etc. require at least minimum competencies in carrying out investigation. SRA should be universally stimulated and developed. Scientific research activity is not an entertainment but responsible, thorough work requiring a lot of self-independence. Such activity promotes student analytical thinking, the abilities of searching and using information are formed, they learn how to analyse the collected material, prepare reports, make research presentations, etc. The conducted qualitative research involved graduated students – pre-service teachers of sciences studying at Lithuanian universities. The research was conducted in January-February 2016 and based on the constructivist paradigm, suggesting that knowledge was not the final or uniform product. Teaching is an effective tool when students gain information thus stimulating active cognitive processes. The performed research has demonstrated that SRA questions remain crucial, the organization of such activity has specific weaknesses and improvement is not always carried out deliberately and purposefully, because the context, environment, conditions and requirements for education in general may differ. Improvement on SRA is not possible without empirical data based on the status. The research has revealed student understanding of SRA, its key strengths and weaknesses as well as allowed assessing the significance of such activity on the professional training of the pre-service teacher and on improving guidelines.
V. Lamanauskas (Ed.), Science and technology education: Engaging the new generation. Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017) (pp. 72-78). Šiauliai: Scientia Socialis Press.
Scientific research activity (SRA) is a constituent part of university studies. It is very important that this activity was consequently developed, and that the students acquired necessary research activity competencies. On the other hand, scientific research activity realises the essential teacher preparation paradigm direction – towards research based teacher education. On the basis of two qualitative research, a comparative analysis was carried out, seeking to analyse how differ positions of two study field students, pre-service teachers in respect of scientific research activity. In the research participated 84 pre-service teachers of natural sciences and 90 pre-service teachers of social sciences. The research was carried out between February and March, 2016. Research results show, that these two group students' position in respect of SRA significantly differs.
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