EDUCATIONAL TRADITIONS OF RESEARCH EDUCATION AND CREATION OF A LEARNING CENTER FOR JUNIOR SCHOOLCHILDREN IN THE SYSTEM OF THE JUNIOR ACADEMY OF SCIENCES OF UKRAINE

Abstract

The article summarizes the historical development of the formation of the education system on a research basis, from antiquity to the present. The problem of search and introduction of innovative pedagogical technologies for the development of research activities of primary school students, the formation of a holistic picture of the world in the context of changes in the modern education system is outlined. The emphasis is placed on D. Dewey’s research learning technologies, the main provisions of which are considered fundamental for innovative research strategies such as learning strategy through research at the request of students, integrated learning and more. The experience of the Children’s Academy “Futurum” at the National Centre “Junior Academy of Sciences of Ukraine” is presented – an educational space for primary school students, which was created to promote scientific education, create conditions for creative creativity, the competence development through the research. One of the features of the educational process of the Children’s Academy “Futurum” is mentioned, namely: the synthesis and adaptation of international educational practices in research education. It is noted that an important component in the organization of such educational centres is the involvement in pedagogical practice with children of scientists, educators and researchers and their training in methods of working with students. Teaching methods are based on the integration of types of education, their principles, and methods. Multilevel integration promotes children’s development of critical, analytical, creative thinking. It is outlined that the research approach in teaching involves the organization of students’ activities related to the solution of the research problem, the formation of skills to creatively and independently master and synthesize different ways of working. The conclusions are formulated that for the introduction of scientific education in work with children of the primary school age it is necessary: the comprehensive study of research models, considering the age psychological characteristics of the primary school students in teaching scientific knowledge and training teachers for this activity.