THE DEVELOPMENT OF RESEARCH SKILLS AMONG PROSPECTIVE UNDERGRADUATES THROUGH THE STUDY OF NATURAL SCIENCES USING PROJECT-BASED LEARNING METHODS

Abstract

In this study, the authors analyse academic approaches to the interpretation of the concepts of ‘research competence’ and ‘project-based learning’, and summarise contemporary concepts for developing research skills among future undergraduates within the context of a competence-based approach. The authors justify the use of project-based learning methods as an effective means of developing research competences in the study of natural sciences. It is noted that the integration of projectbased activities into the educational process contributes to the activation of students’ cognitive activity, the development of their capacity for scientific inquiry, critical thinking, and the independent resolution of professionally oriented tasks. The relevance of the study stems from the need to modernise the training of future undergraduates in line with the requirements of today’s knowledge society, which entails the development of research skills, innovative thinking and continuous professional development. Natural sciences play a particular role in this process, as they possess significant didactic potential for the development of research competencies. The research methodology was based on the use of a set of complementary methods: analysis and synthesis of scientific and pedagogical literature, and the generalisation of theoretical principles. This made it possible to define the essence of research competence and outline the pedagogical potential of project-based teaching methods in its development. The study found that the effective development of research competencies among future undergraduates is ensured through the targeted implementation of project-based teaching methods, which facilitate the integration of theoretical training with practical activities, the development of research planning and organisation skills, the processing and interpretation of results, as well as the development of communicative and reflective skills.