Mathematical model of successful research activities for technical university students

Abstract

The main problem faced by the specialists of education management in determining the goals of regulation and development of students' research activities is the imperfection of the evaluation mechanisms of scientific training at the university. The model includes the development of motivational, activity and evaluation components. This article focuses on the design of assessment component of students' research activities. Assessment component of pedagogical system under consideration, i.e. in a technical university, includes the proposed results and the criterion indicators; mechanisms for diagnosis and improvement methods of students' research activities. As projected results there may be: a model of high school graduate, the place of research competence in it, a model of research competence, a model of the scientific information environment of high school (resource potential). Depending on this, criteria indicators can serve as an increment of competencies in the composition and performance as well as resource potential of students research work. The purpose of the proposed research is to develop a mathematical model of research activities effectiveness of the technical students. This article discusses the possibility of using the conceptual and methodological apparatus of pedagogical qualimetry in studying the process of scientific training of students. In the article the possibilities of using pedagogical qualimetry terms and methodology in the study of students' research process are observed. Diagnostics technique is offered to evaluate the efficiency of technical university students' research efficiency. The result and index of students' research system development are specified. As a result of the experiment, main components of students' research competence and their weighting values are revealed. Linear mathematical model which allows diagnosing student's research efficiency is constructed. Minimum (L min = 33.75), maximum (L max = 101.25) and threshold values of diagnostic assessment and their indicators are presented. This model is a basis for the test software which can be used further in practice.