MOSCOW STATE REGIONAL UNIVERSITY

FACULTY psychological

TEST

in discipline " Fundamentals of general pedagogy »

Pedagogical research and its methods. Experiment as a method of pedagogical research. Other pedagogical research methods .

Completed by a student

correspondence courses

speciality "_______"

1st year PS-Z-06 groups

Larcheva A.S.

Scientific supervisor:

Full name _________________

Moscow 2006

Introduction……………………………………………………………………………….………3

Pedagogical research…………………………………….……………………..4

Specific methodological principles of pedagogical research......6

Methods of pedagogical research…………………………………………………………….……7

Experiment as a method of pedagogical research…………………………9

Other methods of pedagogical research……………………………………14

Conclusion……………………………………………………………………………….15

List of used literature……………………………………………………………16

INTRODUCTION

Pedagogy is a science that studies special, socially and personally determined, characterized by pedagogical goal-setting and pedagogical guidance, activities to introduce human beings to life in society.

Pedagogical science performs the same functions as any other scientific discipline: description, explanation and prediction of phenomena in the area of ​​reality that it studies.

The tasks of pedagogy are divided into practical and scientific. Practical work is aimed at obtaining specific results, and scientific work is aimed at obtaining knowledge about how this activity objectively proceeds and what needs to be done to make it more effective and consistent with the goals set. The tasks of pedagogical science include identifying objective patterns of the educational process, substantiating modern pedagogical systems, and developing new educational content. To accomplish these tasks, a system of methods has been developed, the characteristics of which are presented in this work.

PEDAGOGICAL RESEARCH

Pedagogical research is the process and result of scientific activity aimed at obtaining new knowledge about the laws of education, its structure and mechanisms, content, principles and technologies. Educational research explains and predicts facts and phenomena.

Pedagogical phenomena can be divided into fundamental, applied and developmental. The result of fundamental research is generalizing concepts that summarize the theoretical and practical achievements of pedagogy or offer models for the development of pedagogical systems on a predictive basis. Applied research is work aimed at an in-depth study of individual aspects of the pedagogical process, establishing patterns of multilateral pedagogical practice. The developments are aimed at substantiating specific scientific and practical recommendations that take into account already known theoretical principles.

Any pedagogical research presupposes the presence of generally accepted methodological parameters. These include the problem, topic, object and subject of research, purpose, objectives, hypothesis and protected provisions. The main criteria for the quality of pedagogical research are relevance, novelty, theoretical and practical significance.

The research program, as a rule, has two sections: methodological and procedural. The first includes justification of the relevance of the topic, formulation of the problem, definition of the object and subject of research, goals and objectives of the study, formulation of basic concepts, preliminary analysis of the object of research, and the formulation of a working hypothesis. The second section reveals the strategic plan of the study, as well as the plan and basic procedures for collecting and analyzing primary data.

The relevance criterion indicates the need and timeliness of studying and solving the problem for the development of the theory and practice of teaching and education. Current research provides answers to the most pressing questions at this time, reflects the social order of society, pedagogical science, and points to the most important contradictions that take place in practice. In its most general form, relevance is characterized by the degree of discrepancy between the demand for scientific ideas and practical recommendations and the proposals that science and practice can provide at the present time.

The most convincing basis defining the topic of research is the contradiction between social pedagogical practice, reflecting the most pressing, socially significant problems that require urgent solutions. But it is not enough; a logical transition from social order to justification of a specific topic is necessary, an explanation of why this particular topic was taken for research and not some other. Usually this is an analysis of the degree to which a question has been developed in science.

If the social order follows from the analysis of teaching practice, then the problem is on a different plane. It expresses the main contradiction that must be resolved by means of science. Statement of a scientific problem is a creative act that requires a special vision, special knowledge, experience and scientific qualifications. The research problem expresses the need to study any area of ​​social life in order to actively influence the resolution of those contradictions, the nature and characteristics of which are not yet entirely clear and therefore cannot be systematically regulated. Solving a problem is usually the goal of research.

The subject of the study is the part, the reflected side of the object - the most significant from a practical point of view properties, features of the object that are subject to study.

In accordance with the purpose, object and subject of the study, research tasks are determined that are aimed at testing the hypothesis. A hypothesis is a set of theoretically based assumptions that are subject to verification.

The criterion of scientific novelty characterizes new theoretical and practical conclusions, patterns of education, its structure and mechanisms, containing principles and technologies that were not yet known in the pedagogical literature.

The novelty of the research can have both theoretical and practical significance. The theoretical significance consists in creating a concept, establishing a pattern of a method, model, approach, concept, principle, identifying a problem, trend, direction in the development of a system. The practical significance of the research lies in its readiness for implementation in practice.

Logic of pedagogical research. The logic and dynamics of research search contain a number of stages: empirical, hypothetical, experimental-empirical, prognostic.

At the empirical stage, they obtain functional ideas about the object of research, discover contradictions between real educational practice, the level of scientific knowledge and the need to comprehend the essence of phenomena, and formulate a scientific problem. The main result of the empirical analysis is the research hypothesis as a system of leading assumptions and assumptions, the correctness of which needs to be verified and confirmed.

The hypothetical stage is aimed at resolving the contradiction between actual ideas about the object of research and the need to comprehend its essence. It creates the conditions for the transition from the empirical level of research to the theoretical.

The theoretical stage is associated with overcoming the contradiction between functional and hypothetical ideas about the object of research, with the need for systematic ideas about it.

The creation of a theory allows us to move on to the prognostic stage, which requires resolving the contradiction between the received ideas about the object of research and the need to predict and anticipate its development in new conditions.

SPECIFIC METHODOLOGICAL PRINCIPLES OF PEDAGOGICAL RESEARCH

The research methodology is a complex of theoretical and empirical methods, the combination of which makes it possible to study the educational process with the greatest reliability.

The methodology of pedagogical research determines the main basic principles underlying any scientific research: a creative, specific historical approach to the problem under study: the principle of objectivity, the principle of comprehensiveness, the unity of the historical and logical, systematicity. On the basis of general principles, more specific fundamental requirements have emerged: the principle of determinism; unity of external influences and internal conditions of development, personality activity; unity of psyche and activity; personal, social and activity approaches, etc.

A method is understood as a normative model of research activity aimed at fulfilling a specific scientific task and implemented in a set of techniques and procedures. In other words, a method is a way of studying pedagogical phenomena and obtaining scientific information about them. The richer the arsenal of methods of a particular science, the more successful the activities of scientists. As the complexity of scientific problems increases, the dependence of the results obtained on the degree of development of research tools increases.

The goal of any pedagogical method is to establish natural connections, relationships and construct scientific theories.

Currently, there is a tendency to transform scientific methods into methods of practical activity of specialists from general education and vocational educational institutions. The reason for this process is the updating of didactic models and the emergence of research teaching methods in practice. The cognitive process of schoolchildren and students in this case is carried out according to the logic of scientific research. Before turning to the characteristics of methods of pedagogical science, it is necessary to emphasize the principles of their selection for solving specific research problems. There are two basic principles. The principle of a set of research methods means that to solve any scientific problem, not one, but several methods are used. At the same time, the methods themselves are reconstructed by scientists in the hope of harmonizing them with the nature of the phenomenon being studied. Second - the principle of adequacy of the method to the essence of the subject being studied and to the specific product that should be obtained .

METHODS OF PEDAGOGICAL RESEARCH

All pedagogical methods are usually divided into three groups - methods of studying teaching experience, methods of theoretical research, mathematical and statistical methods. Let us consider them in order of their significance and traditionality, without grouping them into theoretical and empirical.

Methods of pedagogical experience are ways of studying the actual experience of organizing the educational process.

When studying teaching experience, methods such as observation, conversation, questioning, studying students' written and creative works, and pedagogical documentation are used.

Observation– purposeful perception of any pedagogical phenomenon, during which the researcher receives specific factual material.

There are several types of observations:

Included (the researcher participates in the study group);

From the outside;

Open;

Hidden;

Solid;

Selective.

Observation materials are recorded using such means as protocols, diary entries, video, film recordings, phonographic recordings, etc. Despite all the possibilities of the observation method, it is, however, limited. It allows one to detect only external manifestations of pedagogical facts. Internal processes remain inaccessible for observation.

Observation stages: defining tasks, goals; choice of object, situation; choice of observation method; choice of registration method, received material; processing and interpretation of received information.

The weak point of the organization of observation is sometimes the lack of thoughtfulness of the system of signs by which the manifestation of a particular fact can be recorded; lack of unity of requirements in the application of these signs by all participants in observations.

Survey– conversation, interview, questionnaire. This group of methods is quite simple to organize and is universal as a means of obtaining a wide range of information. They are used in sociology, demography, political science and other sciences. Survey methods of science include the practice of government services for studying public opinion, population censuses, and collecting information for making management decisions. Surveys of various population groups form the basis of government statistics.

A survey is an independent or additional method, the purpose of which is to obtain information or clarify what was unclear during observation.

Conversation– dialogue between the researcher and the subjects according to a pre-developed scheme. The general rules of conversation include the justification and communication of the motives for the research, the creation of an informal environment conducive to communication, the formulation of variations of questions, including direct questions, questions with hidden meaning, questions that test the sincerity of answers, and others. The interlocutor’s answers are not recorded, at least not openly.

Interview– a method close to the research conversation method. Using the interview method, the researcher sets a topic to find out the point of view and assessments of the subject on the issue being studied. The rules of interviewing include creating conditions that encourage the interlocutor to be sincere. Both conversation and interviews are more productive in an informal setting. Using this method, the researcher records the subject's answers in an open manner.

Questionnaire– a method of written survey for the purpose of mass collection of information. There are several types of surveys. Contact questioning is carried out when the researcher distributes, fills out and collects completed questionnaires in direct communication with the subjects. The correspondence survey is carried out as follows. Questionnaires with instructions are sent by mail, subjects fill them out and return them to the research organization in the same way. Press surveys are carried out through a questionnaire posted in a newspaper or magazine. After filling out such questionnaires by readers, the editors operate with the data received in accordance with the goals of the scientific or practical design of the survey.

There are three types of questionnaires:

An open questionnaire contains questions without accompanying ready-made answers at the choice of the subject;

The closed-type questionnaire is structured in such a way that for each question, ready-made answers are given for the respondents to choose from;

A mixed questionnaire contains elements of both. In it, some of the answers are offered for choice and at the same time, free lines are left with a proposal to formulate an answer that goes beyond the proposed questions.

The effectiveness of survey methods depends on the structure and content of the questions asked. Stages of compiling a questionnaire: determining the nature of the information; drawing up a sample series of questions; drawing up an initial plan; verification by pilot study; corrections; final editing.

Organizing a questionnaire survey involves carefully developing the structure of the questionnaire, its preliminary testing through the so-called “piloting”, i.e. trial survey on several subjects. After this, the wording of the questions is finalized, questionnaires are replicated in sufficient quantities, and the type of questionnaire is selected. The technique for processing questionnaires is determined both by the number of people involved in the survey and by the degree of complexity and cumbersomeness of the content of the questionnaire. Processing "manually" is carried out by counting the types of answers according to memory categories. Machine processing of questionnaires is possible if the responses are indexed and amenable to formalization and statistical processing.

In practice, there are known options for non-questionnaire surveys using semi-automatic machines. These include semi-automatic machines for non-questionnaire surveys, developed by V.I. Zhuravlev.

EXPERIMENT AS A METHOD OF PEDAGOGICAL RESEARCH

Pedagogical experiment are considered to be the main research methods in pedagogical science. It is defined in a general sense as an experimental test of a hypothesis. Experiments are global in scale, i.e. covering a significant number of subjects, local and micro-experiments conducted with minimal coverage of their participants.

State and government scientific institutions and educational authorities can act as organizers of large experiments. Thus, in the history of domestic education, at one time a global experiment was carried out, in which a hypothesis was tested to test the model of general education for children from the age of six. As a result, all the components of this large, scientific project were worked out and the country then switched to educating children from this age. An example of a private experiment is testing the hypothesis about the productivity of the method of unexplained teaching of students using the so-called “nomadic interscientific terms.” The experiment revealed the scientific capabilities of the method and established itself as one of the innovative products of didactic creativity.

Certain rules for organizing pedagogical experiments have emerged. These include such as the inadmissibility of risks to the health and development of the subjects, guarantees against harm to their well-being, and against damage to life in the present and future. In organizing an experiment, there are methodological requirements, including the search for an experimental base according to the rules of a representative sample, the pre-experimental development of indicators, criteria and meters to assess the effectiveness of the influence on the results of training, education, and the management of hypothetical developments that undergo experimental testing.

Recently, the open nature of the experiment has become increasingly recognized. Schoolchildren and students involved in the experimental testing of hypothetical innovative developments become participants in the search. Their introspection, opinions, rational and emotional states provide researchers with valuable materials about the quality and effectiveness of experimentally tested developments. In the experimental technique, as a rule, two groups of subjects are distinguished. One receives the status of experimental, the other - control. The first implements an innovative solution. In the second, the same didactic tasks or problems of education are implemented within the framework of traditional pedagogical solutions. Scientists are able to compare two results that prove or disprove the correctness of their hypothesis. For example, the assimilation of a section of mathematics is compared when schoolchildren sequentially study program topics and through the use of enlarged didactic units (UDU).

And when the experimenter (Prof. P.M. Erdniev) compared the consequences of his innovative didactic design with the developmental influences of traditional teaching methods, he saw evidence of the superiority of his developments over traditional methods of teaching mathematics. Further, there are such types of experiments as “mental”, “bench” and “full-scale”. Already by the name it is not difficult to guess that a thought experiment is a reproduction of experimental actions and operations in the mind. Thanks to repeated playback of experimental situations, the researcher is able to discover conditions under which his experimental work may encounter obstacles and require any additional development reconstructions. A bench experiment involves reproducing experimental actions with the participation of participants in a laboratory setting. It is similar to a role-playing game, where an experimental model is reproduced in order to test it before being included in a natural experiment, where subjects participate in a real setting of the pedagogical process. As a result, the experimental program, after this kind of preliminary verification, receives a comprehensively corrected and prepared character.

Two types of experiment are also known in pedagogy: natural and laboratory. A natural experiment is carried out by introducing an experimental design into everyday scenarios of educational, educational, and managerial work of the experimental teacher or his partners in scientific research. Laboratory research involves the creation of artificial conditions where the working hypothesis put forward by the author of the study is tested.

There is a general logic of pedagogical experiment. It can be represented in the following invariant scheme: the author develops a certain new pedagogical design (method, means, system, complex, model, conditions, etc.), after which he draws up a program for testing it experimentally for effectiveness. Preliminarily constructs criteria for assessing its effectiveness based on sufficiently diagnostic indicators. Works out the regulations for verification procedures, prepares the experimental base and conditions for the implementation of experimental work. Implements what is planned and checks its results against real indicators using reliable criteria. Historical and pedagogical research looks different. But this kind of search does not require experimentation in its classical sense.

In recent years, terminological research methods have become increasingly widespread in pedagogy. Their emergence is associated with the development of linguistics of computer systems. The emergence of thesauri, rubricators, and descriptor dictionaries as tools for storing information in computer memory leads to the development of models of teaching and research by operating with basic and peripheral concepts. The essence of terminological research methods is that scientists approach the analysis of pedagogical phenomena not from practice, but from what is already enshrined in the language of the theory of pedagogy, its lexical fund. Thus, the researcher of the topic “resistance to education,” along with addressing the real facts of school reality, takes up the study of terminological nests, i.e. basic and peripheral concepts that describe the facts of schoolchildren’s resistance to pedagogical influence from the outside. And by the degree of linguistic richness in the reflection of reality, one can see the degree of penetration of pedagogical thought into what is designated by the term “resistance” to pedagogical influence on the consciousness and behavior of schoolchildren. An undeveloped vocabulary for describing a particular area of ​​pedagogy means that it has not been studied and indicates a lack of scientific knowledge.

The terminological depth of penetration of scientific thought into the sphere of pedagogical reality is revealed by several indicators. According to the number and composition of basic and peripheral concepts, the development of scientific definitions of each concept in the form of expanded options and definitions, the inclusion of terms in official dictionaries and encyclopedias. The introduction of new terms into pedagogical vocabulary is also established according to subject-thematic indexes, which are given in scientific works, monographs, and collected works. Let us illustrate these operations with the concept of “resistance to education.” Pedagogical Encyclopedia (1962). The term “resistance to education” does not appear in this source. However, the content of this pedagogical phenomenon is revealed under the term “negativism”.

Children's negativism is interpreted as a child's unmotivated resistance to influence from adults. Here, attempts are made to typology of resistance to upbringing and highlight passive and active manifestations of children's negativism. The concept of “resistance to upbringing” is associated with the concepts of “childish stubbornness” and “capriciousness”.

As we can see, after analyzing various sources, a researcher can compile a dictionary of concepts and make sure how much it reflects the real processes of resistance to the influence of adults on schoolchildren of different ages. An effective form of using terminological methods for studying pedagogical facts is the so-called. repertory lattice, similar to D.I. Mendeleev’s table of elements. In this case, the vertical column of the first column records the term, the author of the book in which its characteristics are revealed, and then the parameters of the concepts: associations, definitions, peripheral concepts and other attributive data that are found in scientific publications. As a result, the researcher receives a fairly complete picture of the development of the problem and identifies the space that has so far been outside the field of view of science. At the same time, he has the opportunity to replenish his vocabulary with new terms, which he uses to designate the products of his discoveries and inventions in the area under study.

methods. They serve as a means of studying and measuring hidden interpersonal relationships in a team where partners know each other. Using sociometric methods, several problems can be solved. One of them is the determination of the sociometric index of personality in a team. A well-known formula is used for this:

where S is the index value, R+ is the number of positive choices, N is the number of partners in the team. In addition to identifying the personality index in a team, other problems are also solved using sociometric methods. For example, using a sociogram, they determine the place of an individual in a team, identify leaders, etc. "rejected". A sociogram is usually presented in the form of inscribed rectangles.

The central inscribed rectangle contains the names of the persons who received the maximum number of positive elections. The second rectangle contains the surnames of persons with fewer choices. The third - with a minimum. And outside the rectangles are written the names of subjects who did not receive a single choice. The socio-scheme of mutual attraction and preferences of partners in a team is also used. If, to calculate the index and construct a sociogram, the subjects do not indicate themselves on the survey sheets (“with whom would you like to live in the same house, perform a creative task, participate in a hike, etc. "), then to build a socio-scheme, the subjects indicate themselves in the questionnaire and thus the researcher gets the opportunity to identify and record the lines of mutual attraction and repulsion.

For this purpose, as a rule, the shape of a circle is used, on which the serial numbers of the subjects are located according to the lists of their surnames.

The lines connecting the numbers of the subjects' surnames clearly show the relative position of the partners in the Collective. One of the controversial issues is the correctness of the sociometric classification of the subjects as the so-called rejected and leaders. Experience shows that both the leader and the rejected can receive the maximum or minimum number of choices depending on the hypothetical or real situation for which sociometric indicators are established. So in a situation of danger one person can become a leader, and in a situation of meeting with foreign colleagues - another.

OTHER METHODS OF PEDAGOGICAL RESEARCH

A special place in the system of research methods is occupied by testing.

Testing methods (from the English word "test" - experience, trial) are interpreted as methods of psychological diagnosis of subjects. Testing is carried out using carefully developed standardized questions and tasks with scales of their values ​​to identify individual differences between test takers. Since their development, tests have been used primarily for practical purposes to select specialists based on their abilities and practical preparation for performing various social roles.

The American testing industry is considered the most developed. There are international tests to compare indicators of achievement in the education and development of children and adults. Tests are perceived as examinations of people's suitability for a particular field of activity. Computer testing programs are becoming increasingly widespread, allowing the use of a computer in an interactive dialogue mode in a human-machine system. There are tests to identify students' progress, tests to determine the professional predisposition of people. Tests are also used in pedagogical research. In psychological science, achievement tests, intelligence tests, creativity (ability) tests, projective tests, personality tests, and so on are used.

Mathematical and statistical methods in pedagogy they are used to process the data obtained by survey and experiment methods, as well as to establish quantitative relationships between the phenomena being studied. They help evaluate the result of an experiment, increase the reliability of conclusions, and provide grounds for theoretical generalizations. The most common mathematical methods used in pedagogy are registration, ranking, and scaling. Using statistical methods, the average values ​​of the obtained indicators are determined: the arithmetic mean (for example, determining the number of errors in test papers of the control and experimental groups); median - an indicator of the middle of the series (for example, if there are 12 students in a group, the median will be the score of the 6th student in the list, in which all students are distributed according to the rank of their scores); degree of dispersion - dispersion, or standard deviation, coefficient of variation, etc.

To carry out these calculations, there are appropriate formulas and reference tables are used. The results processed using these methods make it possible to show a quantitative relationship in the form of graphs, diagrams, and tables.
CONCLUSION

This is the composition of the most common methods of pedagogical research. Comparatively less frequently used are methods borrowed from other sciences: methods of context analysis, rating, provocations, modeling, documentary analysis, repertory grid, mathematical methods, paired comparison methods, Delphi, memoirs and others. Pedagogy uses a number of instrumental methods of physiology and medicine; tremograms, EEG, GSR, changing reaction rates, other objective indicators of a person’s condition. Combinations of methods are used.

We emphasize that each researcher approaches the use of scientific research methods creatively. They are adapted, adapted to the topic and tasks, object and subject, conditions of scientific work. As we see, methods are modified in order to give them optimal abilities to productively solve scientific problems.

But let us return to the definition of pedagogy methodology and once again point out its second function - to give instructions not only on the supply of research methods, but also on the composition of the necessary principles, ways and procedures for transforming pedagogical reality. It is clear that this constructive part of the methodology differs significantly from the tools of creative activity of scientists discussed above.
LIST OF REFERENCES USED

Babansky Yu.K. Problems of increasing the effectiveness of pedagogical research. - M., 1982.

Ganzen V.A., Balin V.D. Theory and methodology of psychological research. - St. Petersburg. RIO. St. Petersburg State University, 1991. - 75 p.

Zagvyazinsky V.I., Atakhanov R. Methodology and methods of psychological and pedagogical research: Textbook. – M.: Publishing Center “Academy”, 2001.

Kokhanovsky V.P. Philosophy and methodology of science: Textbook for higher educational institutions. – Rostov N/D.: “Phoenix”, 1999.

Kuzmina N.V. Professionalism of the activities of the teacher and master of industrial training. – M.: Education, 1990.

Methods of pedagogical research / edited by Piskunov A.I., Vorobyov G.V. - M.: Pedagogy, 1979.

Slastyonin V.A., Isaev I.F., Shiyanov E.N. General pedagogy: textbook. aid for students higher textbook establishments: At 2 o'clock - M.: Humanit. ed. VLADOS center, 2003, part 1 – 288 p.

"Pedagogical experiment"

4. Stages of conducting a pedagogical experiment

References

1. Concepts of pedagogical experiment

The word “experiment” (from the Latin experimentum - “test”, “experience”, “test”). There are many definitions of the concept of “pedagogical experiment”.

A pedagogical experiment is a method of cognition with the help of which pedagogical phenomena, facts, and experience are studied. (M.N. Skatkin).

A pedagogical experiment is a special organization of pedagogical activities of teachers and students for the purpose of testing and justifying previously developed theoretical assumptions or hypotheses. (I.F. Kharlamov).

A pedagogical experiment is a scientifically staged experience of transforming the pedagogical process under precisely taken into account conditions. (I.P. Podlasy).

A pedagogical experiment is the active intervention of a researcher in the pedagogical phenomenon he is studying with the aim of discovering patterns and changing existing practices. (Y.Z. Kushner).

All these definitions of the concept of “pedagogical experiment” have the right, in our opinion, to exist, since they affirm the general idea that a pedagogical experiment is a scientifically grounded and well-thought-out system for organizing the pedagogical process, aimed at discovering new pedagogical knowledge, testing and justification of pre-developed scientific assumptions and hypotheses.

2.Types of pedagogical experiment

Depending on the purpose pursued by the experiment, there are:

1) ascertaining, in which issues of pedagogical theory and practice that actually exist in life are studied. This experiment is carried out at the beginning of the study in order to identify both the positive and negative aspects of the problem being studied;

2) clarifying (testing), when the hypothesis created in the process of understanding the problem is tested;

3) creative-transformative, in the process of which new pedagogical technologies are designed (for example, new content, forms, methods of teaching and education are introduced, innovative programs, curricula, etc. are introduced). If the results are effective andthe hypothesis is confirmed, then the data obtained are subjected to further scientific and theoretical analysis and the necessary conclusions are drawn;

4) control – this is the final stage of researching a certain problem; its purpose is, firstly, to verify the conclusions obtained and the developed methodology in mass teaching practice; secondly, testing the methodology in the work of other educational institutions and teachers; if a control experiment confirms the conclusions drawn, the researcher generalizes the results, which become the theoretical and methodological property of pedagogy.

Most often, the selected types of experiment are used in a comprehensive manner and form an integral, interconnected, consistent paradigm (model) of research.

A special place in the methodology of pedagogical research is occupied bynatural and laboratory experiments.

Natural education is conducted in natural conditions - in the form of regular lessons and extracurricular activities. The essence of this experiment is that the researcher, analyzing certain pedagogical phenomena, strives to create pedagogical situations in such a way that they do not disrupt the usual course of activities of students and teachers and in this sense are of a natural nature. The objects of natural experiments most often become plans and programs, textbooks and teaching aids, methods and forms of education and upbringing.

Scientific research is carried outlaboratory experiment. It is rarely used in educational research. The essence of a laboratory experiment is that it involves the creation of artificial conditions in order to minimize the influence of many uncontrolled factors and various objective and subjective reasons.

An example of a laboratory experiment, which is used primarily in didactics, can be the experimental teaching of one or a small group of students in accordance with a specially developed methodology. During a laboratory experiment, which is very important to know, the process being studied is more clearly traced, the possibility of deeper measurements is provided, and the use of a complex of special technical means and equipment is provided. However, the researcher also needs to know that a laboratory experiment simplifies pedagogical reality by the fact that it is carried out in “clean” conditions. It is the artificiality of the experimental situation that is the disadvantage of the laboratory experiment. There is only one conclusion: you need to be quite carefulinterpret its results. Therefore, the identified patterns (dependencies, relationships) must be tested in non-laboratory conditions, precisely in those natural situations to which we want to extend them. This is done through extensive testing using a natural experiment or other research methods.

Before starting the experiment, the researcher deeply studies the area of ​​​​knowledge that has not been sufficiently studied in pedagogy.

When starting an experiment, the researcher carefully thinks through its purpose and objectives, determines the object and subject of the study, draws up a research program, and predicts the expected cognitive results. And only after this he begins planning (the stages) of the experiment itself: he outlines the nature of those transformations that need to be introduced into practice; thinks through his role, his place in the experiment; takes into account many reasons influencing the effectiveness of the pedagogical process; plans means of accounting for the facts that he intends to obtain in the experiment, and ways of processing these facts.

It is very important for a researcher to be able to track the process of experimental work. This could be: conducting ascertaining (initial), clarifying, transformative sections; recording current results during the implementation of the hypothesis; carrying out final cuts; analysis of positive as well as negative results, analysis of unexpected and side effects of the experiment.

2. determination of the laws of the educational process;

3. taking into account the conditions for the formation and development of personality;

4. identifying factors influencing the effectiveness of knowledge acquisition; 5.posing new pedagogical problems;

6.confirmation or refutation of hypotheses;

7. development of classifications (lessons, teaching methods, types of lessons); 8.analysis of best practices in training, education, etc.

The results of the pedagogical experiment have a general structure. It consists of three complementary components: objective, transformative and specific.

1.Objective componentreveals the results obtained during the research at different levels. This description can be carried out at the general scientific or general pedagogical levels and be presentedvarious types of knowledge (hypothesis, classification, concept, methodology, paradigm, direction, recommendation, conditions, etc.).

2.Converting component– reveals changes occurring with the objective component, indicates additions, clarifications or other transformations that may occur in it.

When determining the results of a transformative experiment, one must keep in mind, for example:

1. whether the researcher has developed a new teaching or educational method;
2. whether the conditions for increasing the effectiveness of the learning process have been determined;
3. whether it revealed theoretical or methodological principles;
4. whether he proposed a model of the development process;
5. checked the effectiveness of the functioning model of the educational activities of the class teacher, etc.

3.Specifying componentclarifies the various conditions, factors and circumstances in which a change in the objective and transformative components occurs:

• specification of the place and time within which the research is being conducted;
• indication of the necessary conditions for the training, education and development of the student;
• a list of methods, principles, methods of control, and data obtained used in training;
• clarification of approaches to solving a particular pedagogical problem.

You need to know that all components complement each other, characterizing the research result from different aspects as a single whole.

It is essential that presenting the research result in the form of three structure-forming interconnected components makes it possible to:

Firstly, approach the description of the results of scientific work from a unified methodological position, identify a number of relationships that are difficult to detect in the usual way;

Secondly, formulate and clarify the requirements for describing individual results. For example, if the purpose of the research is to organize a process (training, education), then the objectives of the research must necessarily include all its components.

For the process of education and training, such components will be the following: indication of the final and intermediate goals towards which the process is aimed; characteristics of the content, methods and forms necessary to implement the process; determining the conditions under whichthe process is taking place, etc. If any of the constituent elements is missing or poorly reflected in the tasks, then the process (of training, education) cannot be revealed and meaningfully described. Therefore, all these elements should be reflected in the research results. Otherwise, the set goal will not be achieved.

3.Tasks of the pedagogical experiment

The pedagogical experiment solves a number of problems:

· establishing non-random relationships between the researcher’s influence and the results achieved; between certain conditions and the resulting effectiveness in solving pedagogical problems;

· comparing the productivity of two or more options for psychological and pedagogical influence and choosing the optimal one according to the criteria of effectiveness, time, effort, means and methods used;

· detecting cause-and-effect, natural relationships between phenomena, presenting them in qualitative and quantitative forms;

Among the most important conditions for the effectiveness of conducting a pedagogical experiment are:

· preliminary, thorough theoretical analysis of the phenomenon under study, its history, study of mass pedagogical practice to maximally narrow the field of experiment and its tasks;

· specification of the hypothesis in terms of its novelty, unusualness, inconsistency in comparison with the usual attitudes and views;

· clear formulation of the objectives of the experiment, development of signs and criteria by which results, phenomena, means, etc. will be evaluated;

· correct determination of the minimum necessary but sufficient number of experimental objects, taking into account the goals and objectives of the experiment, as well as the minimum required duration of its implementation;

· the ability to organize during the experiment the continuous circulation of information between the researcher and the object of experimentation, which prevents projectism and one-sidedness of practical recommendations, and difficulties in using the conclusions. The researcher gets the opportunity not to limit himself only to reporting about means and methods, the results of their use, but to reveal possible difficulties in the course of psychological and pedagogical influences, unexpected facts, important aspects, nuances, details, dynamics of the phenomena being studied;

· proof of the availability of conclusions and recommendations made from experimental materials, their advantages over traditional, customary solutions.

4. Stages of the experiment

Conducting a pedagogical experiment involves three main stages of work.

The first stage is preparatory. It includes solving the following problems: formulating a hypothesis, that is, a position whose conclusions about the correctness should be verified, choosing the required number of experimental objects (number of subjects, study groups, educational institutions, etc.); determining the required duration of the experiment; development of a methodology for its implementation; selection of specific scientific methods for studying the initial state of the experimental object - questionnaire, interview, expert assessment, etc.; checking the availability and effectiveness of the developed experimental methodology on a small number of subjects; determination of signs by which one can judge changes in the experimental object under the influence of appropriate pedagogical influences.

The second stage is the actual conduct of the experiment.. This stage should answer questions about the effectiveness of new ways, means and methods introduced by the experimenter into psychological and pedagogical practice. Here an experimental situation is created, the essence of which lies in such internal and external experimental conditions when the studied dependence, pattern manifests itself most purely, “without the admixture” of the influence of random, uncontrolled factors.

At this stage, the researcher consistently solves the following problems: studying the initial state of the conditions in which the experiment is carried out; assessment of the state of the participants of pedagogical influences themselves; formulating criteria for the effectiveness of the proposed system of measures; instructing experiment participants on the procedure and conditions for its effective implementation (if the experiment is carried out by more than one person); implementation of the system of measures proposed by the author to solve a certain experimental problem (formation of knowledge, skills or education of certain qualities of an individual, team, etc.); recording data on the progress of the experiment on the basis of intermediate sections characterizing the changes occurring in the object under the influence of the experimental system of measures; an indication of difficulties and possible typical shortcomings during the experiment; assessment of current costs of time, money and effort.

The final stage is summing up the results of the experiment.: description of the results of the implementation of the experimental system of measures (the final state of the level of knowledge, abilities, skills, level of education, etc.); characterization of the conditions under which the experiment gave favorable results (educational, material, hygienic, moral and psychological, etc.); description of the characteristics of the subjects of experimental influence (teachers, educators, etc.); data on the costs of time, effort and money; indication of the limits of application of the system of measures tested during the experiment.

References

1. Zagvyazinsky, V.I. Methodology and methods of psychological and pedagogical research: textbook. aid for students higher ped. educational institutions / V.I. Zagvyazinsky, R. Attakhanov. – M., 2006.

2. Zagvyazinsky, V.I. Methodology and methodology of social and pedagogical research / V.I. Zagvyazinsky. – Tyumen, 2001.

3. Introduction to scientific research in pedagogy. Textbook manual for students of pedagogical institutes / Yu.K. Babansky, V.I. Zhuravlev, V.K. Rozov. – M., 2008.

4. Dictionary-reference book on pedagogy. Under the general editorship of P.I. Faggot. M.: Sfera, 2004.

Plan.

• Objectives of the pedagogical experiment.
• Model of a typical pedagogical experiment.
• Stages of the experiment.
• Conditions for selecting the required number of experimental objects.

“When studying, experimenting, observing, try not to remain on the surface of the facts.

Try to penetrate the mystery of their origin. Persistently seek the laws that govern them.”

I.P. Pavlov

Methods of pedagogical research called a set of techniques and operations aimed at studying pedagogical phenomena and solving various scientific and pedagogical problems.

Methods of pedagogical research can be classified according to the purpose of the research, sources of information accumulation, methods of data processing and analysis.

Researcher's task consists in not formally applying the entire set of known methods, but for each stage to determine its own optimal set of methods.

It is important to emphasize that research methods are selected taking into account the specifics of the tasks that scientists have set for themselves, and not by simply listing all known methods in pedagogy.

3.1 Research stages

Under research in the field of pedagogy, one can understand the process and result of scientific activity aimed at obtaining new knowledge about the laws of the education process, its structure and mechanism, the theory and methodology of organizing the educational process, its content, principles, organizational methods and techniques.

The purpose of psychological and pedagogical research is to analyze the changes occurring in the learning process, assess the significance and direction of these changes and identify the main factors influencing the process.

In the most general and typical form, several main stages of research, each of which must use unique combinations of scientific and pedagogical methods.

Stages of research and methods used at each stage:

1. General characteristics of the main concepts of the subject of research: object, subject, purpose and objectives of the study. At this stage we use theoretical search methods, which the researcher chooses taking into account the characteristics of the study and his capabilities.

2. Analysis of the typical state of practice solving similar problems in public schools. The researcher selects a possible arsenal of methods for analyzing the real pedagogical process (observation, conversations).

3. Specifying the research hypothesis. At this stage, methods of experimental search for solutions to the problem should be used.

4. Testing the validity of hypotheses, and here it is already necessary to introduce quantitative methods of experiment and experimental verification.

5. Summary of research results and formulating recommendations for improving a certain aspect of the pedagogical process. Most often, here you will have to choose a combination of methods for theoretical generalization of experimental data and forecasting further improvement of processes.

Thus, the choice of research methods is not an arbitrary act in the activity of a scientist, but is determined by the characteristics of the problems being solved, the specific content of the problems and the capabilities of the researcher himself.

Activity-based, personal, and systemic approaches are important in psychological and pedagogical research.

Activity approach requires studying pedagogical processes in the logic of a holistic consideration of all the main components of activity: its goals, motives, actions, operations, methods of regulation, control and analysis of achieved results. With this approach, the developed system of measures acquires a complete, complete character: from the purpose of the activity to its final result.

Since personalities necessarily interact in pedagogical phenomena, it is very important for research personal approach . The methodological basis of the personal approach is the doctrine of the role of the individual in society, the relationship between the collective and the individual, the comprehensive, harmonious development of the individual, and the simultaneous consideration of the individual as an object and subject of education.

For the methodology of pedagogical research, the intensively developing system-structural approach. A system is understood as a certain community of elements that functions according to its inherent laws of existence.

A systematic approach requires considering in interconnection and holistically all possible forms and methods of solving pedagogical problems and, based on a comparison of the capabilities of each of them, selecting the optimal options.

3.2 Observation method

Statistical observation is a systematic, organized collection of necessary data about phenomena and processes by recording characterizing features characteristic of the phenomena and processes under study.

Observation must have a clear plan for its implementation, which indicates the objects of observation, goals, tasks, observation time, expected result, expected changes in training and education. Observation plan answers the questions: what to observe, why to observe, when and for how long to observe, and what can be expected as a result of the observations?

The means that increase the objectivity of observations include special technical means of sound recording or video recording of lessons and extracurricular educational activities.

The following types of statistical observation are distinguished:

Continuous

Periodic

One-time

Solid

Not continuous.

3.3 Conversation and interview method

The use of conversation and interview methods in scientific research is most effective when the scientist-teacher clearly outlines the purpose of the upcoming conversation or interview, outlines a range of basic and auxiliary questions that will help clarify the essence of the problems of interest to the researcher. When thinking through auxiliary questions, the teacher takes into account possible options for the conversation and provides for its course in the event of positive or negative answers. The effectiveness of a conversation largely depends on the ability to create a favorable moral and psychological atmosphere in communication, to observe the behavior of the interlocutor, his facial expressions, emotional reactions, the desire to answer or avoid answering. Finally, it is important to provide convenient forms for recording the information received during the conversation and interview.

3.4 Test method

Test(English - sample, test, study) is a set of questions and tasks presented to the test subject for the purpose of measuring (diagnosing) his personal characteristics. The test is scored based on the number of correct answers.

The test methodology allows you to obtain more objective and accurate data compared to a questionnaire survey, and facilitates mathematical processing of the results.

However, testing is inferior to other methods in terms of the depth of qualitative analysis and deprives subjects of a variety of opportunities for self-expression.

In school practice we use achievement tests. Assessment of knowledge by a teacher is pedagogical testing, i.e. identifying the level of knowledge acquired in the process of studying this or that subject.

By with structural features ak am may be:

1. closed tests and tests with freely constructed answers;

2. tests with alternative, multiple and cross-choice answers;

3. tests for speed and complexity, consisting of increasingly complex tasks;

4. tests with output and processing of answers using a computer and without them.

3.5 Questionnaire method

Questionnaireis a method of obtaining information using a special set of questions to which the subject gives written answers.

Compiling a questionnaire is a complex task that requires methodological skill from the experimenter, combined with a clear understanding of the goals and objectives of the study.

According to the form, the survey questions are divided into opening And closed, straight And indirect.

P For a closed question, the subject must choose an answer from among the proposed qualitative characteristics, degree of intensity, satisfaction, or a combination of these variations).

Examples.

A. What attracts you most in the lesson? Variations of answers according to content:

1. Novi h on the material;

2. Interesting;

3. Connection with life;

4. Experiments and demonstrations;

5. Showing videos and films.

B. I respect those in the class who Variation of quality characteristics:

1. W naet more than me;

2. strives to resolve all issues together;

3. Does not distract teachers' attention.

Q. Do you attend a computer club? Variations of answers by intensity:

1. Always;

2. Cha one hundred

3. Rarely;

4. Never.

G. How do you feel about various events?

Combined answers (in content and attitude):

With an open question, the answer is formulated with the person answering in free form. Such questionnaires are difficult to process, but sometimes contain more information than closed ones. Questionnaires with a combination of open and closed questions are used.

Since a lot of material can be collected using questionnaires, it also requires quantitative processing, and conducting a thorough quality analysis.

Quantitative processing can provide, first of all, general data on the number of affirmative and negative answers received for each question in the questionnaire. (If there are a large number of answers, you can convert this data into percentages).

Qualitative analysis should be aimed primarily at analyzing negative judgments (identifying their causes). Positive judgments are used as material confirming the hypothesis.

When conducting experimental testing in different places, these data are given greater clarity by bringing them together into general tables.

Thus, the general methodology for processing personal data comes down to carefully counting it, conducting a careful analysis of all cases of noticeable coincidence, discrepancy in data, and scatter.

Professionally written questionnaires provide (for reliability reasons) duplication of the same question in different versions (direct and indirect questions). If the answers contradict each other, they are discarded as unreliable.

3.6 Rating method

This is a method for assessing certain aspects of activity by competent judges (experts). There are certain requirements for selecting experts:

Competence,

Creativity (ability to solve creative problems),

Positive attitude towards examination,

Lack of tendency to conformism (excessive adherence to authority in science),

Scientific objectivity,

Analytical and broad-mindedness

Constructive thinking,

The property of collectivism,

Self-criticism.

When analyzing the information received, you can also use the method of ranking assessments, when the identified factors are arranged in ascending or descending order of the degree of their manifestation.

3.7 Method of generalization of independent characteristics

The objectivity of conclusions, as experience shows, increases significantly if the method of generalization of independent characteristics developed by K. K. Platonov is used, the essence of which boils down to the researcher processing information about the student received from various sources - from the teacher, parents, peers.

A variation of this method is the method of “pedagogical consultation” (Yu. K. Babansky). It involves a collective discussion of the results of studying the education of schoolchildren according to a certain program that is optimal in scope and according to common characteristics, a collective assessment of certain personality qualities, identifying the causes of possible deviations in the formation of certain personality traits, and the collective development of means to overcome detected deficiencies.

3.8 Method of pedagogical experiment

The problem of organizing and planning a pedagogical experiment appears in the theory and practice of higher education pedagogy as one of the main general theoretical problems, the solution of which is carried out in the works of many famous teachers: Arkhangelsky S.I.,Mikheeva V.I. ., Babansky Y.K., Zhuravleva IN .I., Zagvyazinsky V.I., Piskunov A.I. In most works on the theory of higher education pedagogy, a pedagogical experiment is often called didactic, which in a certain way emphasizes its target orientation.

Under pedagogical experiment Modern pedagogy of higher education understands the research method, which is used to determine the effectiveness of the use of individual methods and means of teaching and education.

Speaking about the interpretation and definition of the general scientific concept of “experiment”, V.V. Nalimov notes: "...Perhaps it is best to talk about an experiment using metaphors, as Cuvier did when he said that the experimenter forces nature to unmask. And even better, perhaps, not to try to define what there is an experiment, believing that this concept does not lend itself to a compact definition."

It is typical for a pedagogical experiment that the researcher is actively involved in the process of the emergence and course of the phenomena being studied. Thus, he tests his hypotheses not only about already existing phenomena, but also about those that need to be created.

In contrast to the usual study of pedagogical phenomena in natural conditions through their direct observation, the experiment makes it possible to purposefully change the conditions of pedagogical influence on the subjects.

In pedagogy, the object of research is very changeable and conscious, therefore, when conducting an experiment, it is necessary to take into account many characters, characteristics of upbringing and abilities of students, as well as characteristics of teachers, social ideals, and even rapidly changing fashion, since its influence on the actions of young people is very great. In a pedagogical experiment, the object of study can consciously help or resist the experimenter. This is the main difference between a pedagogical experiment and a physical, biological or engineering one.

From each pedagogical experiment it is necessary to require:

1. accurately establishing the purpose and objectives of the experiment

2. accurate description of the experimental conditions

3. definitions in connection with the purpose of studying the student population

4. an accurate description of the research hypothesis.

In pedagogy, a distinction is made between natural and laboratory experiments. Natural experiment carried out in ordinary, natural conditions of education and upbringing (school, classroom). In case laboratory experiment A group of students stands out in the class. The researcher conducts special conversations with them, individual and group training and observes their effectiveness.

V. M. Tarabaev points out that the so-called technique is currently used multifactorial experiment. In a multifactorial experiment, researchers approach the problem empirically - they vary with a large number of factors on which, as they believe, the course of the process depends. This variation by various factors is carried out using modern methods of mathematical statistics.

A multifactorial experiment is based on statistical analysis and using a systematic approach to the subject of research. It is assumed that the system has an input and output that can be controlled, and it is also assumed that this system can be controlled in order to achieve a certain output result. In a multifactorial experiment, the entire system is studied without an internal picture of its complex mechanism. This type of experiment opens up great opportunities for pedagogy.

In psychological and pedagogical research there are stating and formative experiments. In the first case, the teacher-researcher experimentally establishes only the state of the pedagogical system being studied, states the fact of connection, dependence between phenomena. When a teacher-researcher applies a special system of measures aimed at developing certain personal qualities in students and improving their learning and work activities, they speak of a formative experiment.

N.A. Menchinskaya writes about ascertaining, teaching and educational experiments. In large-scale exploratory studies, they use creative experiment(M.N. Skatkin). The ascertaining experiment usually precedes the teaching one. In practice, this is not just a statement of the state of a given object, but a broad analysis of the state of this issue in the practice of teaching and education, analysis of mass material and showing the position of the experimental team in this mass picture.

In pedagogy, experiment is closely related to other research methods. The pedagogical experiment is using a comprehensive method, since it involves the joint use of observation methods, conversations, interviews, questionnaires, diagnostic work, creating special situations, etc.

All these methods are used both at the first stage of conducting a pedagogical experiment in order to “measure” the initial state of the system, and for subsequent more or less frequent “slice” measurements of its states, in order to draw a conclusion at the final stage about the validity of the hypothesis put forward. Pedagogical experiment is a unique set of research methods designed for objective and evidence-based testing of the reliability of pedagogical hypotheses.

3.8.1 Objectives of the pedagogical experiment

The objectives of specific experiments in the field of didactics and teaching methods for individual subjects most often come down to the following:

1. checking a certain training system (for example, checking the effectiveness of the initial training system developed by L. V. Zankov);

2. comparison of the effectiveness of certain teaching methods (research by I. T. Ogorodnikov and his students);

3. testing the effectiveness of the problem-based learning system (research by M. I. Makhmutov);

4. development of systems of measures to develop students’ cognitive interests and needs (research by G. I. Shchukina, V. S. Ilyin);

5. testing the effectiveness of measures to develop students’ learning skills (experiment by V. F. Palamarchuk);

6. development of cognitive independence of schoolchildren (experiments of N. A. Polovnikova, P. I. Pidkasisty).

7. didactic research related to the choice of the optimal option for a particular system of measures or pedagogical actions:

Updating the system of measures to prevent academic failure (Yu. K. Babansky and others),

Optimization of the volume and complexity of educational material included in school textbooks (J. A. Mikk),

Choosing the optimal number of exercises to develop a certain skill (P. N. Volovik),

Selection of optimal options for a system of measures to develop planning skills in students (L. F. Babenysheva),

Construction of problem-based learning for low-achieving schoolchildren (T. B. Gening),

Differentiated work with students based on different degrees of assistance provided to them in learning (V. F. Kharkovskaya),

Justification of the optimal system for teaching a technical drawing course at a university (A. P. Verkhola),

Equipment for a school physics room (S. G. Bronevshchuk)).

All these tasks are to a certain extent intertwined with each other, but each of them also has some specific emphasis that determines the features of the pedagogical experiment.Thus, the range of problems that can be solved with the help of a pedagogical experiment is very wide and versatile, covering all the main problems of pedagogy.

3.8.2 Model of a typical pedagogical experiment

The model of the most typical pedagogical experiment is based on a comparison of experimental and control groups. The result of the experiment is manifested in the change that occurred in the experimental group compared to the control group. Such a comparative experiment is used in practice in different ways. Statistical procedures are used to determine whether the experimental and control groups differ. The data obtained before the experiment and at its end, or only at the end of the experimental study, are compared.

If the researcher does not have two groups - experimental and control, he can compare the data from the experiment with data obtained before the experiment, when working under normal conditions. For example, a teacher uses a new methodology in teaching mathematics in the 4th grade and sums up the results at the end of the year. He compares the results obtained with the results of previous years at the same school. However, conclusions must be drawn very carefully, since the data were collected at different times and under different conditions.

Great opportunities are provided by experimental work with one group, when the researcher has accurate data on the level of knowledge of students before the start of the experiment and for several previous years.

When creating experimental and control groups, the experimenter is faced with two different situations: he can either organize these groups himself, or work with already existing groups or teams (for example, classes). In both cases, it is important that the experimental and control groups are comparable in terms of the basic indicators of equality of initial conditions, which are significant from the point of view of the study.

3.8.3 Stages of the experiment

Pre-experiment stage includes a thorough theoretical analysis of previously published work on this topic; identification of unresolved problems; choosing the topic of this research; setting the purpose and objectives of the study; study of real practice in solving this problem; studying existing measures in theory and practice that help solve the problem; formulating a research hypothesis. It must require experimental proof due to its novelty, unusualness, and contradiction with existing opinions.

Preparing for the experiment consists of a number of tasks:

Selection of the required number of experimental objects (number of schoolchildren, classes, schools, etc.);

Determining the required duration of the experiment. Too short a period leads to an unreasonable exaggeration of the role of one or another teaching aid; too long a period distracts the scientist from solving other research problems and increases the labor intensity of the work.

Selection of specific techniques for studying the initial state of the experimental object, questionnaires, interviews, for creating appropriate situations, expert assessment, etc.;

Determination of signs by which one can judge changes in the experimental object under the influence of appropriate pedagogical influences.

Conducting an experiment to test the effectiveness of a certain system of measures includes :

The study of the initial state of the system, in which the analysis of the initial level of knowledge and skills, the upbringing of certain qualities of an individual or team, etc. is carried out;

Study of the initial state of the conditions in which the experiment is carried out;

Formulating criteria for the effectiveness of the proposed system of measures;

Instructing participants in the experiment about the procedure and conditions for its effective implementation (if the experiment is conducted by more than one teacher);

Recording data on the progress of the experiment based on intermediate sections characterizing changes in objects under the influence of the experimental system of measures;

Indication of difficulties and possible typical shortcomings during the experiment;

Estimation of current costs of time, money and effort.

Summing up the experiment :

Description of the final state of the system;

Characteristics of the conditions under which the experiment gave favorable results;

Description of the characteristics of the subjects of experimental influence (teachers, educators, etc.);

Data on the costs of time, effort and money;

Indication of the limits of application of the system of measures tested during the experiment.

3.8.4 Conditions for selecting the required number of experimental objects

A teacher-researcher, when planning a pedagogical experiment, always tries to determine the effect of its impact on a certain specific population of students and teachers (for example, one specialty or one department, one university or even universities of a specific profile throughout the region). However, he cannot “involve” the entire population of interest to him in experimental studies.

The teacher-researcher always faces the question: how many students should be included in the experiment, how many teachers should participate in it? To answer this question means to implement representative(indicative of the entire population) sample of the number of experimental objects.

The sample must, firstly, be representative in terms of student coverage. The objectives of the experiment and the number of objects included in it are closely interrelated and can influence each other. However, the decisive element is still the objectives of the experiment, which the teacher outlines in advance. They determine the required nature of the sample.

Next, the researcher needs to narrow the number of experimental objects to the minimum necessary. To do this, it is necessary to take into account the specifics of the research topic. If we are talking, for example, about testing the methodology for studying a topic in a course in history, physics or another subject, then in this case we can limit ourselves to one experimental and one control class. In the experimental class, the necessary changes are carried out in accordance with the developed system, and in the control class the usual process continues.

If a teacher-researcher wants to identify typical reasons for the failure of students in a modern school, then he will have to collect information about students of each age group, from urban and rural schools, about the failure of boys and girls, etc. In this case, a special survey must be used to obtain data on the reasons for the failure of schoolchildren all grades from first to graduation.

When we are talking about an experiment on educational problems, there may be cases when only 30-40 people are involved in the experiment (with such a sample it is possible to process statistical data).

If a researcher develops recommendations for an entire age group, then representatives of each individual age must be included in the experiment.

Equalized conditions conducting an experiment are the conditions that ensure the similarity and consistency of the experiment in the control and experimental classes. The equalized conditions usually include: the composition of students (approximately the same in experimental and control classes or groups); teacher (the same teacher conducts classes in experimental and control groups); educational material (same range of questions, equal volume); equal working conditions (one shift, approximately the same order of classes according to the schedule, etc.).

Famous psychologist L.V. Zankov believes that equalizing the composition is unrealistic, that it is methodologically false and practically unattainable. Therefore, in practice, as a rule, groups are selected that are approximately equal in overall performance. If, in the conditions of a given educational institution, it is impossible to select two groups approximately equal in these indicators, it is customary to take a group with lower academic performance as an experimental one: if positive results are obtained as a result of the experimental work, these results will be more convincing. As for equalizing the conditions associated with the teacher, in all cases it is desirable that classes in both the control and experimental groups are taught by the same teacher or the experimenter himself.

A pedagogical experiment is the active intervention of a researcher in the pedagogical phenomenon he is studying with the aim of discovering patterns and changing existing practices. (Y.Z. Kushner).
All these definitions of the concept of “pedagogical experiment” have the right to exist, since they affirm the general idea that a pedagogical experiment is a scientifically based and well-thought-out system for organizing the pedagogical process, aimed at discovering new pedagogical knowledge, testing and justifying previously developed scientific assumptions, hypotheses...

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Department of Pedagogy.

Methodology and methods of psychological and pedagogical research.

TOPIC: "Experiment as the basis of pedagogical research."

TEST

Introduction…………………………………………………………………….….3

History of experimental pedagogy…………………………….…4

Characteristics of the experimental method……………………………...6

Stages of the pedagogical experiment…………………………………..9

Conclusion…………………………………………………………….…13

References……………………………………………………....14

Introduction.

The word “experiment” (from the Latin experimentum - “test”, “experience”, “test”). There are many definitions of the concept of “pedagogical experiment”.

A pedagogical experiment is a method of cognition with the help of which pedagogical phenomena, facts, and experience are studied. (M.N. Skatkin).

A pedagogical experiment is a special organization of pedagogical activities of teachers and students for the purpose of testing and justifying previously developed theoretical assumptions or hypotheses. (I.F. Kharlamov).

A pedagogical experiment is a scientifically staged experience of transforming the pedagogical process under precisely taken into account conditions. (I.P. Podlasy).

A pedagogical experiment is the active intervention of a researcher in the pedagogical phenomenon he is studying with the aim of discovering patterns and changing existing practices. (Y.Z. Kushner).

All these definitions of the concept of “pedagogical experiment” have the right to exist, since they affirm the general idea that a pedagogical experiment is a scientifically based and well-thought-out system for organizing the pedagogical process, aimed at discovering new pedagogical knowledge, testing and justifying previously developed scientific assumptions, hypotheses.

History of experimental pedagogy.

It is usually written that pedagogy borrowed the experimental method from the natural sciences. This is unlikely to be true. When in the 10th century BC Lycurgus set up a social-pedagogical experiment; there was no trace of natural sciences. And then this is what happened.

About 30 centuries ago, on the Peloponnese peninsula, the southernmost part of modern Greece, there was a powerful state of Sparta. It so happened that the throne of the state was inherited by the king’s minor son, Kharilai. He could not rule the country, and therefore all state power passed into the hands of his uncle and guardian Lycurgus.

Lycurgus was an observant man. He devoted a lot of time and effort to the study of natural phenomena. I understood a lot. And most importantly, he was not afraid to draw bold conclusions from his observations.

If you believe the legend, Lycurgus once demonstrated a very revealing experience, clearly confirming the power of education. He took two puppies from the whelping bitch and put them in a deep hole. Water and food were lowered down on a rope. He left two other puppies from the same litter to grow up in the wild. Let them take a course in “dog science” in life.

When the puppies grew up, Lycurgus ordered the hare to be released in full view of the dogs. As one would expect, the puppies, who grew up in freedom, chased the hare, caught up with him and killed him. And the puppies, who had grown up in the pit, ran away.

Having realized the possibilities and power of experiment, teacher-researchers of the late 19th - early 20th centuries. They begin to pin high hopes on it, hoping that with the magic key of experiment they will be able to open the doors to pedagogical truth. A powerful research movement was born, called “experimental pedagogy.”

The impetus was the impressive experiments of A. Sikorsky on the study of mental fatigue of schoolchildren by taking into account errors in dictations (1879), Ebbinghaus on memorizing material (1885), studies of the range of ideas of schoolchildren carried out by Hall (1890), the study of the intelligence of students begun Binet and Simon (1900), the study of types of representations in schoolchildren (Stern, Nechaev, Lai), memory in children (Burdon, East, Meiman) and many other interestingly conceived and often elegantly executed experiments. And although the research results did not have a significant impact on pedagogical practice, it was proven that it was possible to penetrate the complex problems of education with the help of experiment.

There seems to be not a single area left where teachers have not tried to apply experimentation, even to the extent of studying the moral sphere and processes occurring in groups. The so-called method of definitions became widespread: the child defined a moral concept or, conversely, named it by its characteristics. To clarify ideas, methods were also used to evaluate the actions of literary heroes, the method of unfinished stories and fables, from which it was necessary to “derive a moral.” In the early 30s, the method of collisions was widespread, that is, solutions to life difficulties from which it was necessary to find a way out. Sometimes, to make things easier, ready-made solutions were given with different attitudes: hostile, neutral and positive; one of them had to be chosen. To study the moods and interests of children and adolescents, the method of anonymous notes was used: children put notes with questions that interested them in a special box posted in the school. Analysis of the questions showed the orientation of the teenagers’ interests, their moods, and level of development.

Characteristics of the experimental method.

The basis of any scientific and pedagogical research is a pedagogical experiment. With the help of a pedagogical experiment, the reliability of scientific hypotheses is checked, connections and relationships between individual elements of pedagogical systems are revealed. The main types of pedagogical experiment are natural and laboratory, which have many subtypes.

Natural experiment

It takes place without disturbing the natural educational regime; new curricula, programs, and textbooks are tested. A pedagogical experiment is an observation, but specially organized in connection with systematic changes in the conditions of the pedagogical process. Requires precise definition of the initial data, specific conditions and methods of teaching or materials to be studied. A comprehensive account of the experimental results is also necessary.

Laboratory pedagogical experiment

It is a more rigorous form of scientific research. A certain aspect is highlighted from the broad pedagogical context, an environment is artificially created that allows precise control of results and manipulation of variables.

Pedagogical experiments come in different forms.

Depending on the purpose pursued by the experiment, there are:

1) stating , in which issues of pedagogical theory and practice that actually exist in life are studied. This experiment is carried out at the beginning of the study in order to identify both the positive and negative aspects of the problem being studied;

2) clarifying (testing), when a hypothesis created in the process of understanding the problem is tested;

3) creative and transformative, in the process of which new pedagogical technologies are designed (for example, new content, forms, methods of teaching and education are introduced, innovative programs, curricula, etc. are introduced). If the results are effective and the hypothesis is confirmed, then the data obtained are subjected to further scientific and theoretical analysis and the necessary conclusions are drawn;

4) control – this is the final stage of researching a specific problem; its purpose is, firstly, to verify the conclusions obtained and the developed methodology in mass teaching practice; secondly, testing the methodology in the work of other educational institutions and teachers; if a control experiment confirms the conclusions drawn, the researcher generalizes the results, which become the theoretical and methodological property of pedagogy.

Most often, the selected types of experiment are used in a comprehensive manner and form an integral, interconnected, consistent paradigm (model) of research.

Natural and laboratory experiments occupy a special place in the methodology of pedagogical research.

The first is carried out in natural conditions - in the form of regular lessons and extracurricular activities. The essence of this experiment is that the researcher, analyzing certain pedagogical phenomena, strives to create pedagogical situations in such a way that they do not disrupt the usual course of activities of students and teachers and in this sense are of a natural nature. The objects of natural experiments most often become plans and programs, textbooks and teaching aids, methods and forms of education and upbringing.

In scientific research, laboratory experiments are also carried out. It is rarely used in educational research. The essence of a laboratory experiment is that it involves the creation of artificial conditions in order to minimize the influence of many uncontrolled factors and various objective and subjective reasons.

An example of a laboratory experiment, which is used primarily in didactics, can be the experimental teaching of one or a small group of students in accordance with a specially developed methodology. During a laboratory experiment, which is very important to know, the process being studied is more clearly traced, the possibility of deeper measurements is provided, and the use of a complex of special technical means and equipment is provided. However, the researcher also needs to know that a laboratory experiment simplifies pedagogical reality by the fact that it is carried out in “clean” conditions. It is the artificiality of the experimental situation that is the disadvantage of the laboratory experiment. There is only one conclusion: it is necessary to interpret its results quite carefully. Therefore, the identified patterns (dependencies, relationships) must be tested in non-laboratory conditions, precisely in those natural situations to which we want to extend them. This is done through extensive testing using a natural experiment or other research methods.

Before starting the experiment, the researcher deeply studies the area of ​​​​knowledge that has not been sufficiently studied in pedagogy.

Stages of a pedagogical experiment.

The stages of the pedagogical experiment are:

1. Planning
2. Carrying out
3. Interpretation of results

Planning includes setting the goal and objectives of the experiment, choosing the dependent variable (response), choosing influencing factors and the number of their levels, the required number of observations and the procedure for conducting the experiment, and the method for verifying the results obtained. The organization and conduct of the experiment must take place in strict accordance with the planned plan.

At the interpretation stage, data is collected and processed.

In order for the experiment to meet the principles of reliability, the following conditions must be met:

1. optimal number of subjects and number of experiments
2. reliability of research methods
3. taking into account the statistical significance of differences

The mutual combination of several methods makes it possible to increase the efficiency and quality of pedagogical research. This is also facilitated by the active penetration into pedagogy of mathematical methods of experimental results using a computer.

When starting an experiment, the researcher carefully thinks through its purpose and objectives, determines the object and subject of the study, draws up a research program, and predicts the expected cognitive results. And only after this he begins planning (the stages) of the experiment itself: he outlines the nature of those transformations that need to be introduced into practice; thinks through his role, his place in the experiment; takes into account many reasons influencing the effectiveness of the pedagogical process; plans means of accounting for the facts that he intends to obtain in the experiment, and ways of processing these facts.

It is very important for a researcher to be able to track the process of experimental work. This could be: conducting ascertaining (initial), clarifying, transformative sections; recording current results during the implementation of the hypothesis; carrying out final cuts; analysis of positive as well as negative results, analysis of unexpected and side effects of the experiment.

Development of concepts of training, education, education; determination of the laws of the educational process;

Taking into account the conditions for the formation and development of personality;

Identification of factors influencing the effectiveness of knowledge acquisition; formulation of new pedagogical problems;

Confirmation or refutation of hypotheses;

Development of classifications (lessons, teaching methods, types of lessons);

Analysis of best practices in training, education, etc.

The results of the pedagogical experiment have a general structure. It consists of three complementary components: objective, transformative and specific.

The objective component reveals the results obtained during the study at different levels. This description can be carried out at a general scientific or general pedagogical level and be represented by various types of knowledge (hypothesis, classification, concept, methodology, paradigm, direction, recommendation, conditions, etc.).

Transformative component - reveals changes occurring with the objective component, indicates additions, clarifications or other transformations that may occur in it.

When determining the results of a transformative experiment, one must keep in mind, for example:

1. whether the researcher has developed a new teaching or educational method;
2. whether the conditions for increasing the effectiveness of the learning process have been determined;
3. whether it revealed theoretical or methodological principles;
4. whether he proposed a model of the development process;
5. checked the effectiveness of the functioning model of the educational activities of the class teacher, etc.

The specifying component specifies the various conditions, factors and circumstances in which a change in the objective and transformative components occurs:

1. specification of the place and time within which the research is being conducted;
2. indication of the necessary conditions for the training, education and development of the student;
3. a list of methods, principles, methods of control, and data obtained used in training;
4. clarification of approaches to solving a particular pedagogical problem.

You need to know that all components complement each other, characterizing the research result from different aspects as a single whole.

It is important that the presentation of the research result in the form of three structure-forming interconnected components makes it possible, firstly, to approach the description of the results of scientific work from a unified methodological position, to identify a number of relationships that are difficult to detect in the usual way; secondly, to formulate and clarify the requirements for describing individual results. For example, if the purpose of the research is to organize a process (training, education), then the objectives of the research must necessarily include all its components. For the process of education and training, such components will be the following: indication of the final and intermediate goals towards which the process is aimed; characteristics of the content, methods and forms necessary to implement the process; determination of the conditions under which the process occurs, etc. If any of the constituent elements is missing or poorly reflected in the tasks, then the process (of training, education) cannot be revealed and meaningfully described. Therefore, all these elements should be reflected in the research results. Otherwise, the set goal will not be achieved.

Conclusion

Thus, a pedagogical experiment is a scientifically based and well-thought-out system for organizing the pedagogical process, aimed at discovering new pedagogical knowledge, testing and justifying previously developed scientific assumptions and hypotheses.

A pedagogical experiment is a complex method of scientific research, which involves the simultaneous use of a number of other, more specific methods, such as observation, conversation, interviews, questionnaires, diagnostic tests, and the creation of special situations.

A pedagogical experiment is used to objectively test the reliability of pedagogical hypotheses. The most important conditions for conducting an experiment effectively include the following:

Preliminary thorough theoretical and historical analysis of the phenomenon, study of mass practice to narrow the field of experiment and its tasks as much as possible;

Concretization of the hypothesis, highlighting its novelty, unusualness, contradiction with existing opinions, requiring experimental proof;

A clear formulation of the objectives of the experiment, determination of the signs by which the phenomena will be studied, evaluation criteria,

Correct determination of the minimum required number of experimental objects.

The effectiveness of the experiment largely depends on the duration of its implementation. It can be determined by analyzing previous research experience.

References.

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