Implementation of an Integrative Developmental Approach in the Development of Research Activities of Master’s Students

Abstract

The article is devoted to the problem of the development of students' research activities. The author uses the methodological aspect of solving this problem at the technological level from the perspective of an integrative developmental approach. The content and procedure for the development of university students' research activities during their study are considered. Organizational and pedagogical conditions with a new approach to the problem are given. The author presents the methodology of the forming experiment and its results. The aim of the forming stage of the study was the implementation of a set of organizational and pedagogical conditions of problem-concentrated training (concentration in time, gradually increasing complexity of problem, reflexive comanagement). The author developed a program that allowed to ensure effective development of research activities of university students through modules of interrelated complementary disciplines, practices and research seminars (methodological, project and research ones). Within the framework of the program, the author developed scenarios for developing students' research activities which ensure the nonlinearity of the educational process, educational subjects' interaction variability, and students' creative selfdevelopment. In accordance with the program and scenarios, the problem lecture aimed to organize open forms of interaction between the teacher and students, students and students as cooperation rather than as mentoring. The main form of reflexive comanagement was a humanistically oriented dialogue. Discussion, polylogue and debate were used in teaching. In practical classes, group training forms were used (imitation games, heuristic methods), case studies, projects, work in pairs and individually. In general, the proposed hypothesis was confirmed by the fact that organizational and pedagogical conditions of problem-concentrated training (concentration in time, gradually increasing complexity of problem, reflexive co-management) ensure the development of university students' research activities. The integrative developmental approach establishes integration links of the content of the subjects taught at the level of interdisciplinary connections; integrates learning content based on the gradually increasing complexity of problems and concentration; organizes flexible interaction of educational subjects in the reflexive co-management; provides conditions for transforming students' development into their creative self-development; uses of an integrative criterion - efficiency (organizational and pedagogical conditions of problem-concentrated learning) and effectiveness (the dynamics of creative selfdevelopment) in assessing the effectiveness of the development of students' research activities. The results of the research can be used in the practice of teaching university students.