The idea of \u200b\u200bthe study is the main idea that connects together all structural elements of the methodology, determines the procedure for conducting a study, its main stages.

In the intent of the study, the following necessary elements are built into the logical order:

- goal, objectives, research hypothesis;

- criteria, indicators of development of a specific phenomenon, correlated with specific research methods;

- the sequence of application of these methods, the procedure for managing the course of the study (experiment);

- order of registration, accumulation and generalization of research material;

- The order and forms of representing the results of the study.

The study of the study determines its stages. Typically, the study consists of three working steps.

The first stage includes:

- the choice of scientific problems and themes;

- determination of the object and subject of research, goals and main tasks;

- development of the hypothesis of the study.

The second stage of work contains:

- the choice of methods and development of the research methodology;

- directly special processes of scientific research;

- formulation of preliminary conclusions, their testing and clarification;

- Justification of concluding conclusions and practical recommendations.

The third stage is the final

It is based on the introduction of research results obtained in practice. Work literary is issued.

The logic of each study is specifically. Any researcher comes from the nature of the scientific problem, goals and objectives of work, a specific information material, which it has, level of resource equipment research and its capabilities. Each working stage of the study has its own characteristic features.

The first stage consists of the choice of the scope of the study, and this very important choice is due to both objective factors (relevance, novelty, promising, value, etc.), and subjective (explorer experience, his scientific and professional interest, abilities, inclinations, The warehouse of the mind, etc.).

The problem of scientific research is accepted as a category that means something unknown in science, which has to be discovered, to prove.

Subject. It reflects the scientific problem in its characteristic features. Successful, accurate in the semantic relationship The formulation of the topic clarifies the problem, outlines the framework of the study, it specifies the main idea, thereby creating the prerequisites for the success of the work as a whole.

Object of study. This is the combination of links, relationships and properties that exists objectively in theory, practice, requires some specific clarifications and serves as a source required for research researchers.

Subject of study. This element is more specific and includes only those connections and relationships that are subject to direct learning in this research work, establish the borders of the scientific search in each object.

In scientific work, several subjects of research can be distinguished, but they should not be much.

The object of research flows the purpose and objectives of the study.

The goal is formulated briefly and extremely accurately, in a sense, expressing the main thing that intends to do a researcher. It is specified in detail and develops in research tasks.

For example, research tasks in scientific work can be extended in the following form:

The first task is usually associated with identifying, refinement, deepening, methodological justification of the essence, nature, structure of the object being studied.

The second is associated with the analysis of the real state of the subject of research, dynamics, internal contradictions of development in time and space.

The third applies to the basic possibilities and ability to transform the subject of research, modeling, experimental verification.

The fourth is associated with identifying areas, ways and means of improving the efficiency of improving the investigated phenomenon, the process, i.e. with practical aspects scientific work, with the problem of management of the object under study.

Tasks in research work should not be much.

The wording of the hypothesis.

Calculation of specific tasks is carried out in creative search Private problems and research issues, without solving which it is impossible to implement a methodological intent, to solve the main problem.

For these purposes, special literature is being studied, existing points of view are analyzed, scientific positions; The issues that can be solved with the help of already available scientific data are allocated, and those whose solution represents a breakthrough to the unknown, a new step in the development of science and, therefore, requires fundamentally new approaches and knowledge that anticipate the main results of the study.

Hypotheses are:

a) descriptive (there is an existence of any phenomenon);

b) explanatory (revealing causes);

c) Descriptively explanatory.

The following certain requirements are presented to scientific hypothesis:

- It should not include too many positions. As a rule, one basic, rarely more on a special special need;

- It cannot be included in the concepts and categories that are not unambiguous, not understandable by the researcher himself;

- in the wording of hypothesis, value judgments should be avoided, the hypothesis must comply with the facts, be checked and applied to a wide circle of phenomena;

- Requires impeccable stylistic design, logical simplicity, compliance with continuity.

Scientific hypotheses with different levels of generalization, in turn, can be obviously attributed to instructive or deductive.

The deductive hypothesis is usually derived from already known relations, provisions or theories, from which the researcher is repelled.

In cases where the degree of reliability of the hypothesis can be determined by statistical bulkhead of the quantitative results of experience, it is recommended to formulate zero or negative hypothesis. With it, the researcher assumes that there is no relationship between the investigated factors (it is zero).

For example, when studying the structure of the specialist's activities in any area, we are interested in the dependence of this structure on the level of education, work experience, age, level of professional qualifications.

The zero hypothesis consists of assumption that there is no such dependence.

Is it possible in this case in a scientific study to obtain results contrary to zero hypothesis? If we get such facts, will it be possible to consider them as random?

It is assumed that with such a formulation of issues, the researcher is easier to protect against the false interpretation of the final results of experience.

Formulating the hypothesis, it is important to make aware of whether we do it right, relying on the formal signs of good hypothesis:

a) adequacy of the answer to the issue or correlation of conclusions with the parcels (sometimes researchers formulate a problem in a certain one, and the hypothesis does not correlate with it and takes the researcher from the problem);

b) plausibility, i.e., the compliance of already available knowledge on this problem (if there is no such conformity, the new study is isolated from the general scientific theory);

c) verifiability.

The second stage of the study is brightly pronounced individualized nature, does not tolerate rigidly regulated rules and regulations. And yet there are a number of fundamental issues that need to be considered.

In particular, the question of technology researchSince it is possible to technical realization of various methods. In the study, it is not enough to put a list of methods, you need to construct them and organize into the system. There is no research technique at all, but there are specific methods for studying various objects, phenomena, processes.

The technique is a combination of techniques, research methods, the procedure for their application and the interpretation of the results obtained with its help. It depends on the nature of the study object; methodology; objectives of the study; developed methods; The overall level of researcher's qualifications.

It is impossible to immediately make a program of research and methods:

firstly, without clarification, in which external phenomena there is a studied phenomenon, what are the indicators, criteria for its development;

secondly, without the correlation of research methods with different manifestations of the studied phenomenon.

Only under the observance of these conditions can be hoped for reliable scientific results and conclusions.

The study includes a program in which it should be reflected:

- what phenomenon is investigated;

- for what indicators;

- What research criteria apply;

- What methods of research are used;

- the procedure and regulation of the application by a researcher of certain methods.

Thus, the technique is a kind of research model, and the time deployed. A certain set of methods is thought out by a researcher for each stage of the study. When choosing a technique, many factors are taken into account and, above all, the subject, purpose, objectives of the study.

The method of research, despite its individuality, when solving a specific problem, has a certain structure of specific components.

The main components of the research methodology:

- theoretical and methodological part, the concept, on the basis of which the whole technique is built;

- studied phenomena, processes, signs, parameters, factors;

- subordination and coordination relations and relationships between them;

- a collection of applicable methods, their subordination and coordination;

- the procedure and regulation of the application of methods and methodological techniques;

- sequence and technique of generalization of the research results;

- Composition, role and place of researchers in the implementation of research plan.

The skillful determination of the content of each structural element of the methodology, their relationship, mutual communication is the art of the study.

A well-thought-out technique organizes a study, ensures that the necessary actual material is obtained, based on the analysis of which scientific conclusions are made.

The implementation of the research methodology allows preliminary theoretical and practical conclusions containing answers to the task solved in the study.

These findings must meet the following guidelines:

- be comprehensively argued, summarizing the main results of the study;

- to flow from the accumulated material, being a logical consequence of its analysis and generalization.

When formulating conclusions, the researcher is very important to avoid two non-discontinued errors:

1) a kind of trample on the spot, when a very superficial, partial order of limited conclusions are made from a large and capacious empirical material;

2) an exorbitant generalization of the results obtained when unlawful conclusions are made from a minor actual material.

Academician I. P. Pavlov to the leading qualities of the personality of the scientist researcher believed:

- scientific sequence;

- the strength of the knowledge of the Azov of Science and the desire from them to the heights of human knowledge;

- restraint, patience;

- willingness and ability to make a draft work;

- the ability to patiently accumulate facts;

- scientific modesty;

- Willingness to give science all life.

Academician K. I. Scriabin noted in scientific creativity a special significance and importance of love for work, to science, to a selected specialty.

The third stage is the introduction of the results obtained in practice with literary design work.

The literary design of the research materials is an integral part of the scientific research and seems to be time consuming and very responsible.

To identify from the collected materials and formulate the main ideas, positions, conclusions and recommendations available, quite fully and accurately - this is the main thing that should strive to researcher in the process of literary design of results and scientific materials.

Of course, it is not immediately and not all of all it turns out, since the design of the work is always closely related to the improvement of certain provisions, refinement of logic, argument and elimination of gaps in the justification of the conclusions made and so on.

Much here depends not only on degree professional training, but also on the level of the overall development and personality of the researcher, his literary and analytical abilities, as well as the ability to draw up their thoughts.

In the work on the design of scientific materials, the researcher should adhere to the general rules:

- the name and maintenance of chapters, as well as sections, must comply with the topic of research and not to go beyond its framework, the maintenance of chapters should exhaust the topic, and the content of the sections is the chapter as a whole;

- Initially, having studied the material for writing the next section (chapters), it is necessary to think through its plan, leading ideas, a system of argument and fix all this in writing, without losing sight of the logic of all work, then conduct clarification, "grinding" of individual semantic parts and proposals, make the necessary additions, permutations, remove unnecessary, conduct editorial, stylistic editing;

- immediately clarify, check the design of references, draw up a reference device and a list of literary sources (bibliographic references);

- Do not allow a rush with the final edress, take a look at the material after a while, give it to "get sequished", while some reasoning and conclusion, as practice shows, will be unsuccessful decorated, small and insignificant, so you need to improve them or omit, leave only really necessary;

- Avoid sciencelessness, playing in erudition, since the creation of a large number of references, the abuse of special terminology makes it difficult to understand the thoughts of the researcher for others, make a complication complex, so the style of the presentation must combine scientific rigor and businesslikeness, availability and expressiveness;

- Depending on the content, the literary statement of the material may be calm (without emotions), argued or polemical, criticizing, short or thorough, deployed;

- Before issuing a finishing of materials to prepare for printing, conduct testing of work: review, examination, discussion at seminars, conferences, symposiums with colleagues, etc., after which eliminate the shortcomings identified by testing.

Are you known?
3. What are the research methods used in biology, do you know?

We usually say "Scientific knowledge", "Scientific Fact", " scientific picture in the world. And what is the difference of scientific knowledge from unscientific? What a fact can be considered scientific?

Science is one of the ways to study and know the surrounding world. Biology Helps to understand the world of wildlife.

We already know that people from ancient times study live nature. At first they studied individual organisms, collected them, made lists of plants and animals inhabiting different places. Usually this period of studying living organisms is called descriptive, and the discipline itself is a natural history. Natural history is the predecessor of biology.

Each science has its own research methods.

However, no matter what methods are used, the principle of "do not take a para faith" should remain for each scientist. This is the principle of causing blind confidence in authority.

The scientific method is a set of techniques and operations used in constructing a scientific knowledge system.
Various methods are used in biology, the most important of them include observation, experiment and comparison.

The original source of all scientific data is accurate, attentive, unbiased observation and experiment.
The results obtained during observations and experiments should be checked and rechecked by new observations and experiments. Only after that they can be considered scientific facts.

For example, in the means mass media Repeatedly reported on the so-called "snowy man", there were stories of eyewitnesses about meetings with him, sketches and photos Allegedly his traces and even the "snow man". Several expeditions were organized to search for a "snowy man." But so far no one has been able to imagine a living "snowy person", nor his remains, no other irrefutable evidence of its existence. Therefore, despite the numerous testimonies of "eyewitnesses", the existence of a "snow man" cannot be recognized as a scientific fact.

Usually scientific research Begins with observation of an object or phenomenon. After summarizing the resulting data, hypotheses (assumptions) are put forward, which can explain observations.
At the next stage of the study, experiments are being developed and carried out to test the hypotheses extended. The scientific experiment must necessarily be accompanied by test experience, whose conditions are different. from the experimental conditions by one (and only one) factor. Analysis of the results of the experiment will allow solving which of the hypotheses is true.

The hypothesis that has been verified and turned out to be relevant to the facts and able to serve as the basis for faithful predictions may be called the theory or law. Calling any position by law, scientists seems to emphasize his versatility, indisputability, greater reliability. However, often the terms "law" and "theory" are used as equivalent.

Consider the stages of scientific research on the example of studying the conditions necessary for the germination of seeds.
The observations of the seeds showed that they do not always germinate. Obviously, certain conditions are needed for their germination.

So, we can formulate the problem of research: what conditions are necessary for germination of seeds?
The next stage is the hypotheses extension. We can assume that for germination of seeds, light, darkness, water, a certain temperature, air, soil are needed.

Now, in order to check what conditions are really necessary for germination of seeds, we will develop and carry out an experiment.

Take six samples of 100 seeds of one species, such as corn, and put in conditions that differ only on one basis.

The vessel with the first breakdown is placed in a bright, warm place. In the vessel, Nallem water so that she is up to half the seed covers. In this case, the air will freely penetrate the seeds.

The second sample of the seeds will be placed in the same conditions as the first, but vessel fill to the fire with boiled water, thus depriving the air seeds.

The vessel with the third breakdown is placed in the same conditions as the first, but in the tempo place.

In the fourth vessel left seeds Dry.

We will hold the fifth sample at a temperature of +1 ss.

The sixth vessel fills the wet soil and put in a warm place.

After analyzing the results of the experiment, we will conclude that light and the soil Are not mandatory conditions for seed germination. Corn seeds germinate in the presence of water, air and a certain temperature. However, if we carefully consider our samples, we will see that under favorable conditions, the seeds sprouted. Having studied these seeds, we find out that their germs is dead. Therefore, only seeds with alive germs can germinate.

If you compare the conditions necessary to germinate seeds of plants different species, Make sure they differ greatly. For example, to germinate the grains of corn, water will be required twice as fewer their own masses, and to germinate the clover water should be one and a half times more than the mass of seeds. At the same time, clover seeds are sprouting at a temperature of +1 ° C, corn - at temperatures above +8 yes, and for melon seeds, the temperature of germination will be +15 "C. You install, besides that most seeds germinate as light and in the dark, but there are plants (for example, tobacco, a series), for the germination of seeds of which the light is necessary. On the contrary, the seeds of the grimberry can only germinate in the dark.

So, even the simplest scientific study requires a clearly thought-out and carefully conducted experiment, on the basis of which scientifically reliable conclusions can be made. When conducting observations and experiments, the most modern devices, equipment, tools are electronic microscopes, radar, chromatographs, etc.

Life is surprisingly diverse.

To understand the manifold, it is necessary to identify and streamline codes and differences in living organisms. To solve. These tasks apply a comparative method. It allows you to compare the results of observations to identify general laws.

Biologists use other research methods. For example, the descriptive method was widely used by scientists of antiquity, but did not lose its value today.

Historical method It helps to comprehend the resulting facts, comparing them with previously known results.
In science, any new discoveries contribute to the elimination of previous incorrect representations and indicate the relationship between phenomena. In biology, new open creates a base for a set practical achievements in medicine, agriculture, industry and other areas of human activity.

Many believe that only those biological studies should be engaged, which will help solve the practical problems of today. Of course, the development of applied sciences is very important, but it is impossible to forget about the importance of research in "clean" science. Knowledge obtained in fundamental research may seem useless for the daily life of a person, but they help to understand the laws that the world around us develops, and almost certainly will find practical application sooner or later.

Scientific research. Scientific fact. Observation. Hypothesis. Experiment. Law. Theory.

1. What is the main goal of science?
2. What is scientific method? What is its main principle?
3. What is a scientific experiment?
4. What a fact can be considered scientific?
5. What does the hypothesis differ from the law or theory?
6. What is the role of applied and fundamental research in science?

Kamensky A. A., Kriksunov E. V., Book V. V. Biology Grade 9
Posted by readers from the website

Zaripova Venus Rafaelovna,
head Department of Intellectual Development,
Teacher of additional education
Higher qualifying category
Maou Doda Gddim №1 "
Naberezhnye Chelny

What is the study begins?

Any study, discovery, reflections begins in surprise, perplexing the issue. Today's changing life is rich in questions to which you need to find answers arising from problems that can help with the definition of the topic of research.

Conditionally stages of design logic can be divided into 3 stages. So, V.I. Zagyzhansky, R.Atakhanov allocate such steps as a preparatory (methodological), the main (actual research), and the final (formed). Exactly by preparatory Stage It is important to correctly formulate a conceptual (methodological) study device, namely, to determine the direction, research scope, formulate the hypothesis, to put the goals and objectives of the study, to determine the research methods.

It is the work at the preparatory stage determines the direction of the study, and the competent formulation of basic concepts, goals and objectives of the study allows you to more clearly build a study plan. Often at this stage, teachers and children who first begin research activities, there are difficulties in the competent definition and wording of the methodological apparatus. In order to competently formulate a conceptual research apparatus, it is necessary to understand the definitions of the problem, hypothesis, goals, tasks and choose methods for solving them.

What is included in the conceptual apparatus of scientific research? These are such concepts as a problem, aspect, relevance of research, goal, object, subject, hypothesis, tasks, methods, practical significance, research novelty.

Any study begins with the definition of a problem that is worth either before a particular child, or before society as a whole.

Problem (from Greek. PROBLEMA - Task) A complex theoretical or practical question requiring learning, permits; In science - contradictory situation, acting in the form of opposing positions in explaining any phenomena, objects, processes (Big Soviet Encyclopedia):

• this is a question contrary to existing knowledge in this science.
• this is an unknown in science, in practice what is to understand, open, prove.
• this is a controversial situation acting in the form of opposing positions in explaining any phenomena, objects, processes. In this regard, the scientific problem is a contradictory situation requiring permission.

The problem of research can be formulated as a result of analysis scientific literature. If it is possible to determine which theoretical provisions and practical recommendations have already been developed in the knowledge of the knowledge and related sciences of interest to the field of interest and related sciences, it will be possible to identify the problem of research. Usually, the problem reveals only a part of the topic, significant and not enough questions.

The problem is often identified with the question. Mostly it is true. Each problem is a question. But not every question is a problem. The problem occurs when old knowledge has shown its inconsistency, and the new one has not yet taken the unfolded form. In this regard, the scientific problem is a contradictory situation requiring permission

For example, if we consider the problem in interpersonal relationships, you can consider such questions as: why there are difficulties in the relationship of children and adults, in relationships among peers, from which the establishment of good relationships in the team depend on the establishment of a good relationship.

Formulate the problem - It means to show the ability to separate the main thing from the secondary, find out what is already known, and that it is not yet known about the subject of research.

The contradiction in the problem reflects the topic, its formulation simultaneously clarifies the problem. Themes arising from the problems should be more specified. Formulating the topic, the author reflects on how to call scientific work.

Scientific novelty.

As noted, the purpose of the study is to receive a new knowledge for society. It should be noted that when it comes to research activities Schoolchildren, the novelty of the results may be subjective and determined not in relation to society, but in relation to the researcher.

How to choose a topic of research?

• The subject of research is a reflection of the problem in the concepts of research.
• The topic should have clear certain boundaries. If the topic is very extensive, it makes it difficult to learn the phenomenon in more detail and leads to an abundance of a material that one person becomes difficult
• The topic should not be imposed on the researcher and, when choosing it, the tendency, ability and level of knowledge of the researcher should be taken into account.
• The choice of the topic is carried out on the basis of the interest of the researcher to the problem, the possibility of obtaining specific practical data, as well as the availability of special scientific literature.
• The topic largely determines the content of further work. It must be a concise and clear limitation of aspects of the area under study. In other words, the topic is the content of the work concluded in one phrase. For example: "Formation of high school students professional self-determination"; "Development in adolescent social and valuable personal qualities"; "The influence of ballroom dancing to improve the physical development of children."

Aspect (Lat. Aspectus - view) The point of view with which a phenomenon is considered, the concept, problem, perspective. For example: sociocultural, psychological, legal ontogenetic (children's speech), communicative, rhetorical, physiological, etc.

The main criterion for choosing a problem for research is its relevance, i.e. The wording of why this problem is currently being learned.

The relevance of the topic of research is the degree of its importance in this moment And in this situation, to solve these problems, the question or tasks.

The researcher should be proved that this problem should be investigated at the moment that it is the most pressing, show how other researchers (scientists and practices) work on this problem, to disclose the essence of the problem situation. The coverage of the relevance should not be verbose, but rather convincing.

It is necessary to answer the questions: "Why should this problem now study?", "What is the interest for society, groups of people, science and practices represent the selected research topic?".

What follows and from which one should not proceed with the disclosure of the relevance of the topic of research? You can call two main directions of its characteristics:

1. Not a study of the chosen topic: the study is relevant precisely because certain aspects of the topic have not been fully studied and the study is aimed at overcoming this gap

2. The ability to solve a certain practical task based on data obtained in the study. One of these directions is either the other together usually appear when it is characteristic of this element of the conceptual apparatus of scientific research.

3. How to put forward the hypotheses?

Hypothesis (from Greek. Hypothesis - assumption) - scientific, preliminary not proven explanation (assumption, prediction) of new phenomena and events requiring subsequent verification. In other words, the hypothesis is an estimated solution to the problem; This is an indicative explanation (in no way categorical) causal relations of the object under study, this is a form of transition from unexplored facts to laws and patterns. Usually, hypotheses begin with the words "Suppose", "let's say", "maybe", "if ..., then ..." and answers the question "why ...", "for what reason ...?" There is something or another event.

The following two basic requirements are presented to the scientific hypothesis:

a) the hypothesis should not contain concepts that are not specified;
b) it must be checked with the help of available techniques.

The hypothesis determines the main direction of the scientific search. It is the main methodological tool organizing the entire research process.

What does it mean to check the hypothesis? This means checking those consequences that are logically derived from it. As a result of testing, the hypothesis is confirmed or refuted.

Example: the problem of the deterioration of the health of the younger generation, the growth of the tobacco-choice of adolescents of the hypothesis: we assume that tobacocuria affects not only the condition of the respiratory system, but also reduces the mental performance of schoolchildren.

What is the subject and object of the study?

The object of the study is a process or a phenomenon generating a problem situation and elected to study, what exists outside us, regardless of our consciousness and is the subject of knowledge

The object of the study may be a phenomenon, the process, the sphere of reality - the direct carriers of the problem situation to which cognitive activity is directed.

When conducting research work There are several options for determining the object and the subject of the study. In the first case, the object and subject of the study relate to each other as an integer and part, general and private. With this definition of the connection between them, the subject is what is within the boundaries of the object. It is the subject of research determines the topic of research.

The subject of the study is what is in the boundaries of the object. It is for the subject of research that the principal's focus is directed, the subject of the study ultimately determines the topic of work. The subject of research is the parties, properties, characteristics of the object to be directly learning in this study, this is part, the side of the object, to some extent the boundaries of its study, is the point of view from which the object is considered. The subject of the study answers the question "How the object is considered, what relationships, properties, the function of the object discloses this study?". The same object can correspond to several different research items.

Examples:

A) The problem is noise in school during the change and health of teachers. The goal is to study the influence of school noise on teachers and their impact on the behavior of teachers. Object: Teachers' behavior in pedagogical activity. Subject of research: the perception of school noise by teachers and their impact on behavior in pedagogical activities.

B) Research Object: interpersonal communication. Subject of research: the role and functions of visual signs appearance in communication.

C) Object of research: the moral judgment of schoolchildren of different ages expressed. Subject of research: Dynamics of stability of moral judgments of schoolchildren in the age plan (age-related sustainability) and in the situation of psychological "pressure" of adults and peers (situational stability) "

Another approach to the definition of the object and the subject of the study implies an object to determine through the subjects, and the subject is through what is studied.

For example: the objects of 15-16 years old, then the subject professional orientation of schoolchildren.

How to formulate the purpose and objectives of the study?

The goal is the future alleged result that we want to get during the study, some image of the future. The goal - answers the question:

What do we want to know? This is what we want to get during the study, the image of the future, the estimated result

Examples:

Option 1.

Hypothesis: Magnetic storms negatively affect health, namely, the performance of schoolchildren, psycho-emotional and physiological state of schoolchildren

Purpose of the study: Explore influence magnetic storms On the performance, psycho-emotional and physiological state of schoolchildren 15 years

Object of study: Schoolchildren 15 years old

Subject of study: Check, psycho-emotional and physiological state of schoolchildren

Option 2.

Hypothesis: The use of a special set of exercise will contribute to the improvement of the psycho-emotional and physiological state of the body of people during magnetic storms.

Purpose of the study: Examine the effect of magnetic storms and find out the effectiveness of the use of a special exercise complex for the prevention and correction of the adverse state of the body in persons 40 - 55 years during magnetic storms.

Object of study: The process of changing the psycho-emotional state and the physiological state of the cardiovascular system of people is 40-55 years.

Subject of study: A complex of special exercises for the prevention of an unfavorable psycho-emotional state in people during magnetic storms

Objectives of research - These are the research actions that need to be performed to achieve the goal, solving the problem or to verify the formulated hypothesis of the study. Posses must specify the set goal. The wording tasks answers the question: what should be done to achieve the goal? Verbs, often used when setting goals and tasks: explore, explore, compare, identify, find out, evaluate, choose, check, determine, spend, justify, analyze, show, disclose, consider, develop, create, give recommendations, etc. .

Example №1

Purpose of the study: To study the effect of magnetic storms and find out the effectiveness of the use of a special exercise complex for the prevention and correction of the adverse state of the body in persons 40 - 55 years and schoolchildren of 16 years during magnetic storms.

Tasks:

1. To identify a psycho-emotional state in persons 40 55 years and schoolchildren 16 years before and during magnetic storms.
2. Find out the peculiarities of the physiological state of the body in persons 40 - 55 years and schoolchildren 16 years before and during magnetic storms.
3. Pick up a set of measures for the prevention and correction of an unfavorable psychophysical state during magnetic storms based on the study special literature on this topic.
4. Under the experimental conditions, the selected set of exercises for the prevention and correction of the adverse state of the body during magnetic storms in both groups has been tested.
5. Compare the psycho-emotional state and the physiological state of the cardiovascular system in two groups before and after the experiment and reveal its effectiveness.
6. Develop practical recommendations for the prevention of adverse effects of magnetic storms on the health of the body.

Example number 2.

The purpose of this work is to describe and analyze the causes and patterns of conscious change of profession as a phenomenon of professional development.

The overall problem of studying the conscious change of profession was specified in the following studies:

1. Systematization psychological reasons Consciously changing profession and assess them as signs of professional development.
2. Analysis of the dynamics of ideas about the requirements of labor activity in the process of professionalization.
3. Analysis of the dynamics of severity professional orientation in the process of professional development.
4. Analysis of the dynamics of interconnection professionally important qualities In the process of mastering the profession.
5. Building a model of conscious change profession.

Research method - This is a way that allows you to solve problems and achieve the goal of the study. Using methods, the researcher receives information about the subject matter.

Answer the question: how will we solve the task? How to find out about the subject of the research? Theoretical, general scientific methods and empirical methods are distinguished. Methods empirical research (Observation, polling methods, experiment, etc.) are based on experience, practice. The essence of empirical methods is to fix and describe the phenomena, facts visible between them. Theoretical methods and methods of scientific knowledge involve a deep analysis of the facts, disclosure of significant patterns, the formation of mental models, the use of hypotheses, etc.: observation, comparison, analysis, synthesis, search for analogies, deduction, induction, generalization, abstraction, modeling, concretization, nomination method Hypotheses, method of producing ideas.

Thus, on how much the teacher owns the conceptual and methodological apparatus of the study depends on the literacy and clarity of determining and setting the goal, the tasks of research work of schoolchildren, respectively affect the right choice of research methods.

Bibliography

1. Student research activities. Scientific and Methodical Collection in two volumes / under the general editors A.S. Obukhov. T1. Theory and technique. - M.: All-Russian social movement Creative teachers "Researcher", 2008.-701С.
2. Leontovich A.V. Training for the preparation of schoolchildren research leaders. Collection of questionnaires with comments // Library of the magazine, 2010
3. "Studying schoolchildren", series "Collections and monographs" ,. M.-Researcher, 2009, 44 p.
4. http // scool28kem.ucoz.ru Support of the teacher in the transition to GEF. Demenok T.Yu. Kemerovo
5. http://mon.gov.ru National Education Initiative "Our new school»
6. hTTP // Researcher: Internet portal of the All-Russian Movement of Creative Teachers "Researcher"

1. What is science?

Science is one of the ways to study and know the surrounding world.

2. What biological sciences are you known?

Traditionally, biological sciences are grouped by the types of studied organisms: Botany is studying plants, zoology - animals, microbiology - microorganisms and viruses.

biochemistry studies the chemical basis of life,

molecular biology - complex interactions between biological molecules,

cellular biology and cytology are the main building blocks of multicellular organisms, cells,

histology and anatomy - the structure of tissues and the body from individual organs and tissues,

physiology - physical and chemical functions of organs and tissues,

etology - the behavior of living beings,

ecology is the interdependence of various organisms and their medium,

genetics - transfer of hereditary information,

development Biology - the development of the body in ontogenesis,

paleobiology and evolutionary biology - birth and historical development wildlife.

3. What are the research methods used in biology, do you know?

In biology, various methods apply. The primary sources of all scientific data are accurate, attentive, unbiased observation and experiment. A comparative method allows you to compare the results of observations to identify common patterns. The descriptive method was widely used by scientists of antiquity, but did not lose its meaning today. The historical method helps to comprehend the resulting facts, comparing them with previously known results.

Questions

1. What is the main goal of science?

The goal of science is the knowledge of the world.

2. What is a scientific method? What is its main principle?

The scientific method is a combination of receptions and operations used in the construction of a scientific knowledge system during a scientific study. Regardless of which methods are used, the principle of "do not take on faith" should remain for each scientist. This is the principle of causing blind confidence in authority.

3. What is a scientific experiment?

Experiment is a method for studying some phenomenon in an observer-controlled environment.

The results obtained during observations and experiments should be checked by new observations and experiments. Only after that they can be considered scientific facts.

5. What does the hypothesis differ from the law or theory?

The hypothesis is assumptions that can explain observations.

Analysis of the results of the experiment will allow solving which of the hypotheses is true.

The hypothesis that has been verified and turned out to be relevant to the facts and able to serve as the basis for faithful predictions may be called the theory or law. Calling any provision by law, scientists seem to emphasize its versatility, indisputability, greater reliability. However, often the terms "law" and "theory" are used as equivalent.

6. What is the role of applied and fundamental research in science?

In science, any new discoveries contribute to the elimination of former incorrect representations and indicate new relationships between phenomena. In biology, new discoveries create a base for a variety of practical achievements in medicine, agriculture, industry and other areas of human activity.

Many believe that only those biological studies should be engaged that will help solve concrete practical problems of today. Of course, the development of applied sciences is very important, but it is impossible to forget about the importance of research in the "clean" science. Knowledge obtained in fundamental studies may seem useless for the daily life of a person, but they help to understand the laws that the world around us develops, and almost certainly will find practical application sooner or later.

Tasks

Formulate the problem of research interesting for you. Offer the stages of this study.

Consider the stages of scientific research on the example of the study of the respiration of the organs of the plant.

Plant observations showed that they breathe (during breathing the oxygen is absorbed and carbon dioxide is distinguished, and the plant, like all living organisms, ultimately get the energy necessary for life). It remains to find out whether certain organs are responsible for breathing or each organ breathes.

So, we can formulate the problem of research: what bodies of the plant breathe?

The next stage is the hypotheses extension. We can assume that only individual organs (seeds, roots, stalks, leaves) breathe in the plant (seeds, roots, stems, leaves) or breathe each organ.

Now, in order to check what conditions are really necessary to germinate seeds, we will develop and experiment.

Take three containers from colorless transparent glass, for example bottles. In one of them, we will place 30-40 swollen, germinating pea seeds, beans or other plants. Dry seeds should not take. They are at rest, and therefore all the processes of vital activity, including breathing, they proceed very weakly.

In the second bottle, put the cornea of \u200b\u200bcarrots. To activate their cells, in front of the experiments of the root, follow 2-3 days to hold in water.

In the third bottle, put fresh cut plants with leaves with leaves. Tightly close the bottles of corks and put in a dark warm place. The next day we check whether the composition of the air in bottles has changed.

We lower in each of the bottles lit candle attached to the wire.

Analysis and comparison of the results of the experiment: Candles are extinguished, because in the process of respiration, the plant organs absorbed oxygen from air in bottles, and highlighted a large amount of carbon dioxide. It is easy to ensure that lime water, which is muttered, interacting with carbon dioxide.

If instead of bottles take a thermos, well maintaining heat, then, dropping the thermometer into it, it is easy to notice the temperature rise. This part of the energy during breathing was separated in the form of heat.

After analyzing the results of the experiment, we will come to the conclusion that each of the studied organs of the plant breathes.

To properly implement research work must be observed stages of research work Pupils, their order when performing research and writing the project. It is necessary to "smash" the progress of work on certain parts and time intervals.

The main stages of research and schoolchildren's research and schoolchildren are implied to conduct preparations for project work, Stage of planning of the research itself, conducting directly research itself.

The recommended stages of research work and the schoolchild project contain the formulation of the findings of the study, the report and protection of the project, as well as the assessment of the process and the results of the project work.

As the stages of the implementation of the research project, we will consider the preparation of a schoolboy to research work, creating a plan, conducting the research itself, the formulation of conclusions, protection and assessment of the results of the educational project.

Stages of research work

І stage. Preparation for research work (project)

2. Name your research, i.e. Determine the topic of research work;

5. Choose the optimal solution to the problem;

6. Make up with the teacher a work plan for the implementation of its research project.

II stage. Planning research

1. Defend where you plan to search and find information;

2. Definition with methods for collecting and analyzing information, i.e. how, in what form and who will collect, choose and analyze information;

3. Choose the method of representing the results of work, i.e. In what form will be your report (text description of the work, the presence of charts, presentations, photographs of the process of research or experiment, audio or video records of observations, experiments, stages of the experiment and the final result);

4. Establish the evaluation criteria (as you evaluate) the stroke of the experiment, research obtained by the results of research work (research project);

5. Printed tasks and responsibilities between students in the group, if this is a group project.

III stage. Research (research process, experiment)

2. Provide what has planned: interviews, surveys, observations, experiments, experiments, research work, search work, research work.

3. When using laboratory equipment, tools, when entering nature, etc. Comply with the safety regulations, fire safety, be careful and careful.

Iv stage. conclusions

1. Provide the analysis of the information received during the research work;

2. Give an economic and environmental justification (costly, economically beneficial, whether the fulfillment of your research work is environmentally friendly);

3. Formulate the conclusions (I made it that I put in goal and tasks).

V stage. Report and Protection of Research (Project)

1. To make and prepare the presentation of the results of your work:
protection in the form of an oral report, an oral report with demonstration, written report and brief verbal protection with the presentation;

2. Provide the protection of your research work (project) and participation in a possible discussion, let's clear answers to the issues that have arisen.

VI stage. Evaluation of the process and project results

1. Persons in the assessment of research work by collective discussion and self-esteem.

If you need create a creative project, I will find complete information about the design, requirements and regulations of this type of work, you will find creative projects and student work on the site, which also like the training site will comprehensively help you.