Pedagogical research isfinding ways and ways to improve the pedagogical process. Such ways and methods of knowledge are the methods of pedagogical research. With their help, it is possible to obtain information about a particular subject being studied, analyze and process it, and then include it in the system of known knowledge.
Classification of pedagogical research methods
Methods of pedagogical research are classified in several ways. So for the purpose of the study are:
· Theoretical methods: methods of modeling and cause-and-effect analysis, comparative historical analysis.
· Practical methods: conversation, questioning, observation, experiment.
Depending on the sources of information methodsPedagogical research is divided into methods of studying theoretical sources and methods of analyzing the existing pedagogical process. According to the methods of processing the analysis of certain data, methods such as the method of analysis and the method of quantitative processing of the material are distinguished.
Some methods of pedagogical research
1. Observation as a method of pedagogical research ismost accessible and common. Observation means a previously prepared and organized perception of a process, phenomenon or object in natural conditions. It should be noted that scientific research is somewhat different from the so-called everyday. First, in scientific observation concrete tasks are set, observation schemes are developed, objects are distinguished. Secondly, the results must be recorded. Thirdly, the data obtained is necessarily processed. It is possible to speak about the high effectiveness of observation if it is systematic, versatile, long-term, massive and objective. Since observation does not deal with the disclosure of the inner side of pedagogical research, it is used only at the initial stage of the study, along with other methods.
2. Learning experience - one of the most ancient pedagogical methodsresearch. In a broad sense, the study of experience implies organized cognitive activity, which is aimed at establishing historical links between training and education, as well as the isolation of a sustainable common in educational systems. Thanks to this method, an analysis of ways to solve problems is carried out, and a weighted conclusion is drawn about the need to apply these solutions in new historical conditions.
3. Studying the products of student creativity, such as classroom and homework, essays,reports, essays, as well as the results of technical and aesthetic creativity. This method has wide application, for example, it is used in assessing the individual characteristics of students, their inclinations, interests and attitudes towards various duties and affairs. The organization of pedagogical research by this method also requires careful planning, as well as preparation for skillful use with other methods.
4. Conversations dialogues, discussions - this is what helps to revealpeople's attitudes, their intentions, feelings, attitudes and assessments regarding a particular phenomenon. The pedagogical conversation has features: it is characterized by the researcher’s well-thought-out attempts to penetrate into the inner world of the subjects, as well as to identify the reason for the appearance of one or another act.
5. Experiment - This kind of observation, only in thisIn this case, the experimenter observes the process that he himself systematically carries out. Thus, a pedagogical experiment can be conducted with a group of students, a school or immediately with several schools. How reliable an experiment will be will depend largely on the observance of all its conditions.
6. Testing - one of the most popular methodspedagogical research. It is a targeted and identical survey of all subjects, which should be conducted in strictly controlled conditions. Testing from other research methods is notable for availability, accuracy, simplicity and possibility of automation.
7. Questioning - bulk collection of material that is carried outthrough pre-designed questionnaires, so-called questionnaires. The questionnaire is based on the assumption that the person being surveyed will honestly answer the questions in the questionnaire. However, statistics show that in practice such expectations are met only by half, which sharply undermines the credibility of the survey as an objective method of obtaining data.
