A Case Study of Developing Research Competency in University Students

Abstract

The research featured the measures required to plan scientific and research activities that develop research competency in university students. The authors explained the necessity to plan research activities in the way that would allow students to master educational and cognitive techniques and perform practical actions aimed at solving personal and socially significant tasks. The article outlines theoretical background of research work planning at institutions of higher education. The concept of research competency was defined as a combination of motivational, gnoseological, operational, and personal components, developed at such a level that allows one to successfully apply the acquired research skills and knowledge in practical tasks. The authors believe that the development of research competency is the final result of education. Competencey as a new mental formation develops while mastering certain activities during the learning process. The phenomenon includes knowledge, skills, personality traits, and personal qualities. The paper introduces a set of criteria indicators that can be used to assess the level of research competence in students. The article also focuses on interactive methods, social media, and changing the role range of participants. A set of experiments registered some positive changes in the parameters of the components that together make up research competency. The results revealed a higher level of motivation, which indicates that the students are growing more aware of the value of science and research. They also demonstrated a better-developed gnoseological component. This improvement can be explained by the fact that research work activated such cognitive processes as systematization, planning, comparison, and generalization. A higher development level of the operational and personal components was reflected in better quality research reports and scientific publications.

Using ChatGPT to promote research competency: English as a Foreign Language undergraduates' perceptions and practices across varied metacognitive awareness levels

“…Research competency development aligns with the acquisition of ‘Scientific Literacy,’ a set of abilities that involve cognitive processes such as systematic and critical thinking, integration, argument formulation, and communication of model outputs based on information (Udompong et al, 2014). Prosekov et al (2020) described research competency as a combination of motivational, gnoseological, operational, and personal elements, developed to a level that permits the effective use of acquired research skills and knowledge in practical tasks. Previous research underscored the capacity of technology‐assisted learning environments to boost research learning and teaching (Prosekov et al, 2020; Tseng & Yeh, 2019; Wannapiroon, 2014).…”

“…Prosekov et al (2020) described research competency as a combination of motivational, gnoseological, operational, and personal elements, developed to a level that permits the effective use of acquired research skills and knowledge in practical tasks. Previous research underscored the capacity of technology‐assisted learning environments to boost research learning and teaching (Prosekov et al, 2020; Tseng & Yeh, 2019; Wannapiroon, 2014). These environments offer numerous advantages, including access to a broad array of resources, expedient collaboration, and the capacity for real‐time data tracking and analysis (Lee & Lee, 2021).…”

Español

“…Además, Rubio et al (2017) resaltaron la necesidad de mejorar las habilidades de citación y referenciación bibliográfica, la redacción académica y la realización de búsquedas bibliográficas. Por otra parte, Prosekov et al (2020) identificaron una mayor dificultad en la definición del problema de investigación y en la planificación del proceso investigativo.…”

“…Estos hallazgos están en consonancia con descubrimientos previos realizados por diversos autores. Por ejemplo,Prosekov et al (2020) identificaron que el 92% de los participantes respondieron afirmativamente a la pregunta sobre si los estudiantes deberían involucrarse en investigaciones Rubio et al (2017). informaron acerca de resultados sumamente positivos entre estudiantes de pedagogía, al igual que Tolentino Quiñones & Chiri Saravia (2023), quienes notaron una actitud favorable en un 76%, con muy poco rechazo hacia la investigación.…”

Innovation of a Model of Field Experience Practice-Based Lesson Study (THLS) to Enhance Pre-Service Science Teacher Research Skills

“…Students are required to implement knowledge, analyze information and make decisions in everyday life. Basically, these formulated skills are known as research skills, namely the skills to critically investigate a problem, collect data, evaluate data, and produce a conclusion (Barutchu, 2017;Prosekov et al, 2020;Widya et al, 2021). Teachers are professional educators with the primary task of educating, teaching, guiding, directing, training, assessing, and evaluating students.…”