Pedagogical research is asearch for ways and ways to improve the pedagogical process. Such ways and methods of cognition are methods of pedagogical research. With their help, it is possible to obtain information about a particular subject under study, analyze it and process it, and then include it in a system of known knowledge.
Classification of methods of pedagogical research
Methods of pedagogical research are classified in several ways. So for the purpose of the study,
· Theoretical methods: methods of modeling and cause-effect analysis, comparative-historical analysis.
Practical methods: conversation, questioning, observation, experiment.
Depending on the sources of information, methodspedagogical research are divided into methods for studying theoretical sources and methods for analyzing the existing pedagogical process. Methods of processing the analysis of various data distinguish such methods as the method of analysis and the method of quantitative processing of material.
Some methods of pedagogical research
1. Observation as a method of pedagogical research ismost accessible and common. Under observation is meant a pre-prepared and organized perception of the process, phenomenon or object in natural conditions. It should be noted that scientific research differs somewhat from the so-called worldly. First, in scientific observation, specific tasks are set, surveillance schemes are developed, objects are singled out. Secondly, the results obtained must be fixed. Thirdly, the received data must be processed. The high effectiveness of observation can be said in the event that it is systematic, versatile, long-lasting, massive and objective. Since observation is not concerned with revealing the inner side of pedagogical research, it is used only at the initial stage of the study, in a compartment with other methods.
2. Learning from experience - one of the most ancient methods of pedagogicalresearch. In a broad sense, the study of experience implies organized cognitive activity, which is aimed at establishing historical links between education and upbringing, and the isolation of a stable common in educational and training systems. Thanks to this method, the ways of solving problems are analyzed, and a weighted conclusion is drawn about the need to apply these solutions in the new historical conditions.
3. Studying the products of student creativity, such as, classroom and home works, abstracts,reports, essays, as well as the results of technical and aesthetic creativity. Such a method has a wide application, for example, it is used in assessing the individual characteristics of students, their inclinations, interests and attitudes to various duties and deeds. The organization of pedagogical research in this way also requires careful planning, as well as preparation for skilful use with other methods.
4. Conversations, Dialogues, discussions - this is what helps to identifypeople's attitudes, their intentions, feelings, attitudes and assessments with respect to this or that phenomenon. Pedagogical conversation has special features: it is characterized by premeditated attempts of the researcher to penetrate into the inner world of the studied, and also to reveal the reason for the appearance of this or that act.
5. Experiment - this is a kind of observation, only in thisThe experimenter observes the process, which he himself is systematically carrying out. So, the pedagogical experiment can be conducted with a group of students, a school or immediately with several schools. How reliable the experiment will be, depends largely on compliance with all of its conditions.
6. Testing - one of the most popular methodspedagogical research. It is a purposeful and identical examination of all subjects, which should be conducted in strictly controlled conditions. Testing from other research methods is characterized by availability, accuracy, simplicity and automation.
7. Questionnaires - mass collection of material that is carried outthrough pre-designed questionnaires, so-called questionnaires. The questioning is based on the assumption that the person questioned will honestly answer the questions in the questionnaire. However, as statistics show, in practice such expectations are justified only by half, which sharply undermines the credibility of the questionnaire as an objective method of obtaining data.
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