Formation of Invariants of Research Competence of Students

Professional competence is based on the invariant, which is a systemic and structural education that contains five interrelated components: axiological, motivational, individual-psychological, instrumental, conative. There is no universally accepted notion of “competence” and “competency”. There is no scientifically grounded definition of e invariant structure of competence of the subject of professional activity. The question remains of a productive pedagogical model containing a system of didactic conditions and modern pedagogical technologies that are adequate for the purpose of forming invariants of research competence of student. The basis for the development of such a model was the theory of contextual education by A. A. Verbitskiy. The basic unit of content here is the learning situation, which is a problematic nature. The system of such situations may be based on a situational and contextual approach to the formation of invariants of the research competency of student.

Applied Zoology for Forming of Research Competence at Students of Biologists

This chapter about how to involve students of biologists in research work, using benefits of applied zoology. The first part of the chapter provides the overview of such questions as research activity of students, methods and conditions of its forming, feature for students of biologists. The second part is devoted to the step-by-step organization of research activity according to levels of readiness of students. Much attention in this part is paid to questions of applied zoology: directions and objects of researches; structure and content of laboratory works, scientific and practical and research projects; uniform approach to use of techniques of researches in field and laboratory conditions. For assessment of results of researches and formation of research competence of students such methods as rating system, a portfolio, methods of expert estimates are offered.

Research Competence for Teaching Students With Disabilities Act (IDEA) in Russian General Education

Research Competence for Teaching Students with Disabilities Act (IDEA) in Russian General Education needs of students with disabilities are caused by patterns of impaired development: difficulties of interaction with environment (first of all, with surrounding people), problems of individual development; the smaller speed of reception and processing of sensory information; the smaller volume of the information remaining in memory; problems of verbal expression (for example, difficulties in development of verbal generalizations and in nomination of objects); problems of development of any movements (slowness, difficulties of coordination); the slow rate of mental development as a whole; increased fatigability. Taking into account special educational requirements, special educational conditions are created for children with disabilities. Difficulties in interactions with social environment are also caused by special features of development of students with disabilities.

Semantic Teaching Process as a Basis for the Development of Education in Polyfunctional Environment

This chapter discusses the conceptual basis of the studied structure and content of the semantic interaction of a teacher and students on the basis of the relationship between the pedagogy of formation and the pedagogy of self-development. The purpose of the chapter is to detect the opportunities of further implementation of the verbal-illustrative education model based on the re-establishment of the participants' interaction design technology of pedagogical process as the semantic technology of the educational process, and the basis of educational development in the polyfunctional environment. The justification of the relationship of the pedagogical process and the semantic control, the designation of the essence and the basic conditions for the effectiveness of meaning reveal the relevance of the question concerning the factors which contribute to the enhancing students' research competence in modern educational contexts.

Augmenting Research Competencies for Management Graduates

Research and research competencies are usually discussed in context. Research is recognised as an important facet of development both social and economic. In fact, the progress of mankind rests heavily on the velocity of research. But the term ‘research' and competencies to do research are mostly seen in context to science and arts discipline graduates more often and at the most fancifully in social sciences, but much lesser seen in context to management discipline. Hence, this aims to bring out the need to enhance research competencies with focus on management graduates. After all, if organizations have to become sustainable and be governed in a more ethical manner, there is need to shift the thinking from management education is only to create managers but to also thinkers and researchers who will be able to illuminate newer and better ways of organizational growth and thereby the societal development.

Formation of an Effective Multi-Functional Model of the Research Competence of Students

At the present stage, education in Russia is undergoing multiple changes, affecting both organizational and content aspects. Particular attention is paid to the formation and development of research competence among students. The chapter considers the construction of a multifunctional model of research competence of students. The developed model is an open and dynamic system that includes a number of interrelated and interdependent components consisting of a set of tasks, content, elements of the activity of subjects of the educational process, effective methods and methodological techniques, diagnostics and results. A methodology for developing research competence through a three-level program is proposed.

Student Competence

Student competence includes process of the organization, transfer and assimilation of knowledge, skills of activity. Educational processes (or otherwise, training process) are connected with development of training in time and space and mean consecutive system of actions. Traditionally, research and study process of training is connected with transfer of knowledge by the teacher to the pupil (or to the trainee). The course of training, since ancient times, began to apply various supportive applications promoting acceleration, strengthening of understanding. In modern times, the process of training became impossible without use of computer equipment. It led to emergence of a new paradigm of educational process – electronic education, which is realized in the form of distance education. This chapter 7 students', from National Polytechnic University of Armenia, Faculty of Engineering Cybernetic, =scientific competence in study period from 1967-1972.

Invariable Structure of Research Competence of Adult Learners in Skill Building Programs

Skill building programs are a necessary means of updating and building new competences in adult learning. Research competence is one of key components in the competence model of an adult graduate of skill building programs. It encompasses a number of elements: motivational, value-an-semantic, instrumental, individual-and-psychological and conative. Every invariant is presented as description of certain skills and abilities that are to be formed or developed while mastering a skill building program. It is necessary to note that a competence model whose integral part is research competence is an obligatory element of a particular skill building program, particularly its aim and result. That is why the author focused on analyzing the structure of research competence prior to developing the contents of the program itself.

Professional Competence of Teachers and Administration of General Education Institutions for Teaching Student With Disability as a Technology

This chapter development of the professional competence of teachers and administration and title involves the treatment of attention to the education of student with disabilities Act (IDEA) with regard to appearance and development of their empathy, emotional self-control, patriotism, talent. An important role in this process is played by being nearby in the system general education of professionals, which also need to train the work with people to deepen their knowledge and skills, to avoid victimization of the educational environment and victim behavior of its all members. The chapter assumes the description of the characteristics of the work on formation of emotional self-control and empathy as student with IDEA and professionals in the general education system. place the problems of diagnosis of edginess of student with IDEA will be given, described the challenges and opportunities to overcome the educational difficulties in student with autism spectrum disorders, describes the technology to prevent the victimization of the educational environment, the development of patriotism.

Research Competence of Training for Students With Locomotors Apparatus Diseases in the System of Russian General Education

This chapter describes problems of the organization of training process for children with locomotors apparatus diseases in inclusive educational institutions. The idea of psycho-pedagogical support of the personal development of children with locomotors apparatus diseases is at the heart of the suggested training system considering basic requirements (physiological, need for safety, need for belonging, need for recognition, respect and approval, need for self-expression) and special requirements while using adaptation methods and training methods. In total the realization of the above requirements provides the adaptation of a child with special needs to the educational environment of the institution and personal development. Investigation of psychological and pedagogical literature on the researched problem with a purpose of identifying the experience of the organization of training process for children with locomotors apparatus diseases, analysis, synthesis, generalization are used as methods of research.