Fundamentals of scientific research work. Leonchikov V.E. Control and evaluation of the results of mastering the discipline
Scientific discoveries, new theoretical knowledge, based on the needs of their commercialization, are moving into the phase of applied research, including the stages of exploratory research and scientific research. research work. This is preceded by strategic decisions of a special generation, thanks to which the latest generation of innovative processes develops. Somewhere in the middle stage of R&D, there is a watershed line between scientific thought and market and social needs. Innovation, on the other hand, ensures a shift of embodied scientific knowledge to the right, during which the R&D project is transformed into an investment and innovation project.
History of the development of scientific activity
Any kind of human activity is associated with the implementation of a productive or reproductive function. A productive function is realized through an activity aimed at obtaining a subjectively perceived or objectively evaluated new result. Examples are an innovative project, an invention, a scientific discovery, etc. The reproductive function is associated with the reproduction of a person, copying his own activities or the activities of other people. Examples of this type can be: the function of procreation, the performance of production operations, business processes and processes of the social and social structure.
Research activity (R&D) is inherently productive and also has the features of a project-organized system. Consequently, it is characterized by all the significant features of the organization and a certain methodology and implementation methodology are inherent. With this in mind, your attention is invited to the model of the two-component structure of the NIA, presented below. In connection with the design type of the NID device, it, like any project, goes through the following phases.
- Design. The result here is a scientific hypothesis, a model of a system of new knowledge, a work plan.
- Conducting research in order to test the proposed scientific hypothesis.
- Summing up and rethinking the results obtained to build the following hypotheses and test them in the course of setting new design tasks.
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The current state of culture and the level of development of scientific research did not arise from scratch, it was preceded by a long genesis of scientific creativity. Science arose along with other forms of perception, comprehension of reality, and even much later. We are talking about the religious outlook on the World, art, aesthetics, ethics and philosophy. It can be assumed that in the history of mankind, science originated about 5 thousand years ago. Sumer, Ancient Egypt, China, India - these are the civilizations where protoscience was formed and gradually began to develop, so to speak. The great names of the titans of thought have reached contemporaries and are personified with major milestones of this thorny path, among them:
- ancient Greek thinkers Aristotle, Democritus, Euclid, Archimedes, Ptolemy;
- scientists early medieval Persia and Asia Biruni, Ibn Sina and others;
- the scholastics of the Middle Ages in Europe Eriugen, Thomas Aquinas, Bonaventure, etc.;
- alchemists and astrologers of a later era of the period of the Great Inquisition.
From the XII century, universities began to emerge as scientific and educational centers, known to this day, in such European cities as Paris, Bologna, Oxford, Cambridge, Naples. Closer to the end of the Renaissance, during the Late Renaissance, geniuses appeared in Italy and England, raising the "banner of scientific craft" to new heights. Bright "diamonds" sparkled on the scientific Olympus: Galileo Galilei, Isaac Newton and others. The replacement of the feudal system by the bourgeois one led to an unprecedented development of science. In Russia, the same processes went on as usual, and the names of Russian scientists are deservedly inscribed in the World Chronicle:
- Mikhail Lomonosov;
- Nikolay Lobachevsky;
- Pafnuty Chebyshev;
- Sofia Kovalevskaya;
- Alexander Stoletov;
- Dmitry Mendeleev.
From the middle of the 19th century, the exponential growth of science and its role in the social structure began. In the 20th century, one scientific breakthrough began to be replaced by another; scientific and technological revolution began in the 1950s. At the current moment, during the transition of world civilization to the 6th technological mode, it is customary to talk about the symbiosis of science and business, expressed in a mature innovative type of development of the economy of Western states and some countries of the 3rd World, although in fact the 2nd World is no longer over 25 years.
The essence of the concept of research
Research activities are divided into three large sequential and parallel blocks: fundamental research, applied research and development. The purpose of fundamental research is to discover, study new laws, natural phenomena, expand scientific knowledge and establish its suitability in practice. These results, after theoretical consolidation, form the basis of applied research, which is aimed at finding ways to use laws, finding and improving the ways and means of human activity. In turn, applied scientific research is divided into the following types of research and work:
- search;
- research;
- experimental design.
The goals and objectives of research work (R&D) are specific results expressed in the creation of new pilot plants, models of equipment, instruments, fundamentally new technologies. The formulated problem is the central source of R&D. A problem is understood as a contradiction (uncertainty), which is established in the process of cognition of a particular phenomenon. The elimination of this contradiction or uncertainty is not possible from the standpoint of existing knowledge. Based on the scientific method and from the point of view of the dialectical approach in philosophy, the problem is formed as a contradiction that has arisen within the framework of the whole.
Taking into account the direction of research, several types of problems can be distinguished, which serve as one of the grounds for classifying the types of research work.
- The scientific problem is the contradiction between knowledge about the needs of society and ignorance of the ways and means of satisfying them.
- A social problem is an established contradiction in the development of social relations and individual elements of the social system.
- A technological problem is a contradiction (uncertainty) that arises during the creation of technologies, which cannot be eliminated on the basis of the current technological concept.
By analogy with the problems mentioned above, one can quite simply formulate the concept of managerial and market problems, which, together with a technological problem and a number of social difficulties, are solved by innovative activity. Innovative inventions serve to eliminate such problems, and the first stage of the innovation process is R&D. GOST 15.101-98 is the basic normative document that defines the essential characteristics of R&D and their content, requirements for organization, sequence of implementation, related workflow and reporting. An extract from this standard with the basic concepts of R&D is given below.
Extract from GOST 15.101-98, entered into force on 01.07.2000
The key document for launching research work is the TOR for research and, if the customer is present, the contract for the performance of work concluded between the customer and the contractor. In chapter " General provisions» standard describes what requirements must be included in the terms of reference for R&D without fail. The document "Terms of Reference" or the corresponding Annex to the contract is prepared on the basis of the following information elements:
- description of the object of study and requirements for it;
- functional composition of a general technical nature in relation to the objects of study;
- a list of theories, regularities, physical and other effects that make it possible to formulate the principle of operation of the subject of study;
- proposed technical solutions;
- information about the resource components of research (the potential of the contractor, the required production, material and financial resources);
- marketing and market information;
- expected economic effect.
Methodological aspects of research
Before we move on to the analysis of the structure of research work, we will once again return to the question of the classification of R&D. Classification features can be:
- the nature of the connection with production;
- importance for the country's economy;
- sources of financing;
- type of research worker;
- level of problem with associated types of scientific management units;
- the degree of involvement in the innovation process.
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Although, from the position of innovation, R&D is not often used in fundamental research, nevertheless, this practice is also gaining ground, including in large corporate research centers of the Russian Federation. Take, for example, pharmaceuticals, the automotive industry, which is actively moving towards the creation of unmanned crews and electric vehicles that can compete with internal combustion engines, etc. Let us turn to the consideration of the sequence of research activities and outline the main stages of research. They differ in composition from the stages of the R&D process and consist of eight stages of research work.
- Formulation of the problem, topic, purpose and objectives of research.
- The study of literary sources, the implementation of research, preparation for technical design.
- Carrying out work on technical design in several versions.
- Development and feasibility study of the project.
- Implementation of working design.
- Creation of a prototype with subsequent production tests.
- Development of a prototype.
- Tests with the participation of the state acceptance committee.
In turn, the R&D process consists of six typical stages.
- Clarification of the problem, choice of research direction, formulation of its topic. Start of work on planning research work, drawing up technical specifications, preliminary calculations of economic efficiency.
- Formulation, setting goals and objectives of research based on selected literature, bibliography, patent research, annotations and abstracting of sources, analysis of the information received. At this stage, the terms of reference for R&D are finally agreed and approved.
- The stage of theoretical research, during which the essence of the phenomenon under consideration is studied, hypotheses are formed, models are created, their mathematical justification and analysis.
- Experimental studies with their own structure of methodological development, planning and execution. The direct conduct of a series of experiments ends with the issuance of a conclusion based on the processing of the results of experimental studies.
- Analysis and presentation of research results, preparation of a report on research work. The analysis involves: terms of reference for research, theoretical conclusions, models, experimental results. Hypotheses are confirmed or refuted, scientific conclusions are formulated as the most important aspect of the research report, the theory is developed.
- The stage of introducing the results of research into production, the formation of prerequisites for the commercialization of the innovation being created, the transition of an innovative project to the R&D stage.
Stage of experimental studies
The theoretical stage of research is a separate subject area with its own specifics. And it is obvious that the formulated theoretical conclusions must be confirmed by experiment, which is one of the key parts of scientific research. It is understood as a set of actions aimed at creating the necessary conditions to reproduce the phenomenon under study in the purest, undistorted form. The purpose of the experiment is to test the hypotheses under consideration, to test the properties of the objects of study, to test the conclusions of the theory.
The methodology of experimental research is determined by the purpose of this stage of research and the type of experiment used. Experiments differ in many ways: goals, methods of forming the conditions for execution, types of organization of the conduct. The grounds for their classification can also include the nature of external influences on the object of study, the type of model studied in the experiment, the number of variable factors, etc. Among the specific types of experimental studies, the following stand out.
- Natural and artificial types of experiments.
- Ascertaining experiment.
- Search experiment.
- control experiment.
- Decisive experiment.
- Laboratory and full-scale types of experiments.
- Mental, informational and material types of experiments.
- Technological and computational experiments.
Appropriate experimental methods are applied to each of the above species. But whatever method is chosen, due to the uniqueness of each such work, in any case, it is necessary to clarify or even re-develop the methodology for its implementation. In doing so, it is necessary to provide:
- resources for preliminary observation of the object under study;
- selection of objects for the experiment with the exclusion of the impact of random factors;
- ensuring systematic monitoring of the development of a process or phenomenon;
- selection of measurement limits;
- systematic registration of measurements;
- creating situations that complicate the experiment;
- creation of conditions for the transition from empirical experience to analysis, logical generalizations and synthesis in support or refutation of theoretical assumptions.
At this stage of research, among the work performed, the following stages of experimental research are distinguished.
- Formulation of the purpose and objectives of the experiment.
- Choice of experimental area, variable factors, mathematical model of data presentation.
- Planning of experimental activities (development of a methodology for conducting, justification of the scope of work, number of experiments, etc.).
- Description of the experiment and organization of its implementation (preparation of models, samples, equipment, measuring instruments, etc.).
- The actual experiment.
- Checking the prerequisites of a static nature to obtain the correct data and the primary processing of the results.
- Analysis of the results and comparison with the hypotheses of the theoretical stage.
- Preliminary conclusions and correction of theoretical generalizations.
- Appointment and conduct of additional experiments.
- Formulation of final conclusions and recommendations on the use of the information obtained.
We conclude this article on the basics of research work - the first stage of a fully deployed innovation project. It is high time for a modern project manager to turn "Terra Incognita" R&D into a completely understandable and clear process. This is due to the fact that this is an inevitable global trend. And although not every company is able to afford its own science, but to imagine how a scientific product arises, it becomes more and more important for business and its representatives every day.
The main tasks of higher education are to improve the quality of training of specialists, develop their creative abilities, initiatives and the need for constant updating and expanding their knowledge.
In this regard, the research work (RW) of students is of great importance in improving the educational, educational and research processes.
The purpose of the course is to introduce students to the basics of research in psychology, develop research skills and prepare them for writing essays, term papers and theses, as well as for further independent research activities.
Course objectives.
Upon completion of the course, the student must:
- to master: means and methods of performing research work;
– know: methods and procedures for working with diverse arrays of scientific information, with scientific literature; current standards and rules for preparing scientific manuscripts for publication
– to develop: the skills to correctly present the results of their own scientific research and the ability to reasonably defend and justify the results obtained.
The educational and methodological complex itself, recommended lists of basic and additional literature, lecture notes act as didactic material for this discipline.
To qualify for a course, a student must:
– competently answer questions during seminars, complete tasks formulated by the teacher, defend the abstract, taking into account the requirements for its design.
Topic 1. Introductory section
Brief description of the scientific style of speech. Scope of application. Tasks of scientific speech. main style features. characteristic linguistic features. main genres. The accuracy of scientific speech (subject or factual, conceptual or speech), unambiguity and consistency. Microstyles. Linguistic features of the scientific style of speech. Specificity of language units in scientific speech. Vocabulary. Morphology. Syntax.
Topic 2. Reading scientific literature
Topic 3. Listening and perception of scientific information
Non-reflective and reflective listening.
Topic 4. Writing various scientific style texts
Auxiliary texts (plan, theses, abstract / types of abstract). Actually scientific texts (abstract, term paper, diploma work, etc.). The structure and content of the abstract. The structure and content of the course work. The structure and content of graduation qualifying work. Requirements for the design of research papers.
Topic 5. Elements of the apparatus of scientific psychological research
Elements of the apparatus of scientific research in psychology. Relevance, object, subject of research. The concept of a scientific problem. A hypothesis is a proposed solution to a problem. Requirements for the formulation of hypotheses. Falsification and verification of hypotheses. Experimental and statistical hypotheses. Research objectives as research steps towards testing hypotheses. Research methodology. The concept of scientific novelty and practical significance of the research results.
Topic 6. Stages of scientific research
Choice of research topic. Topic selection techniques. Analysis of the literature on the research topic. Bibliographic search of literary sources. The concept of bibliographic information. Bibliographic and scientific information. Types of scientific information. The concept of relevant, pertinent and prototype information. The structure of the bibliographic description of a scientific document.
Sources of bibliographic and scientific information as objects of information retrieval activity of a scientist. Processing and fixation of bibliographic information. Lists of references by types of sources as a means of fixing the results of a bibliographic search. Review reading. The subject and product of viewing reading. Information retrieval system as a means of fixing the results of viewing reading. Learning reading and review writing. Determination of the boundary between the known and the unknown as the goal of the information retrieval stage of research. Analytical review as a means of fixing the results of studying reading.
Topic 7. Presentation of a report - the basics of the art of speech
Forms of monologue (answer, report, speech, message) and polylogical (discussion, conversation) communication. Three stages of speaking to an audience (pre-communicative, communicative and post-communicative). Determining the meaning of the topic and setting the goal of the speech (assessment of the audience, choice of the topic of the speech, understanding the purpose of the speech, determining the type of speech). Drawing up a presentation plan. Selection of materials for presentation. Writing the text of the speech. Preparing to speak in front of an audience. Ways to organize the beginning and ending of a speech
Municipal budgetary educational institution
Lyceum No. 1, Kostomuksha, Republic of Karelia
"Agreed" "Accepted" "Approved"
At a meeting of the Ministry of Education of the Pedagogical Council, order for school No.
Minutes No. Minutes No. dated "__" _______ 2012
"__" ______ 2012 "__" ______ 2012 Director
Head of the Ministry of Defense Director Shemyakina T.P.
WORKING PROGRAM of the elective course "Fundamentals of research work"
Grade 9
for 2015 - 16 academic year
Teacher: Nerobova Maria Sergeevna
Explanatory note
In the conditions of modernization of the education system, one of the main tasks of the school is the formation of key competencies of students. The competence-based approach involves the formation of the intellectual and research culture of schoolchildren, the creation of conditions for self-determination and self-realization of the child's potential in the learning process.
In accordance with the directions of the school's work, determined by the Concept of profile education, the elective course "Introduction to Research Activities" allows students to get acquainted with the theory and practice of organizing research activities in the educational process and in extracurricular activities, equip them with methods of knowledge and form cognitive autonomy.
Every child is gifted by nature with a propensity to learn and explore the world around him. The implementation of the course program allows you to improve this inclination, contributes to the development of relevant skills, instills in schoolchildren a taste for research, involves the active participation of schoolchildren in research activities in the chosen profile in order to expand their knowledge and deeper assimilation of educational material.
Program goal: to acquaint schoolchildren with the theory and practice of organizing research work, to promote the creative development of novice researchers.
Program objectives:
· to form in students a sense of the significance of scientific research, an understanding of the role and significance of domestic science and the scientific school;
· equip students with theoretical knowledge about the various forms of organization of research activities of students;
· to form the basis of practical skills in the organization of research work.
Organization of the educational process
The program of the elective course is designed for 35 hours. It consists of two sections: "Methods of scientific research" - 18 hours and "Organization of scientific research" - 17 hours. The program has a practice-oriented orientation, the forms of classes are diverse: seminars, workshops, trainings, etc. The number of hours and the amount of material studied allow us to adopt a pace of progress through the course that corresponds to the age of 9th grade students. The development and consolidation of basic skills and abilities is carried out when performing practical tasks.
The formation of the most important skills and abilities takes place against the background of the development of mental activity, as schoolchildren learn to analyze, notice the essential, notice the general and make generalizations, transfer known techniques to non-standard situations, and find ways to solve them.
Attention is paid to the development of speech: students are invited to explain their actions,
out loud, express your point of view, refer to known rules, facts, express
guessing, suggesting solutions, asking questions, speaking in public.
In order to introduce students to work with literary sources, catalogs, principles of compiling a bibliography, etc. a visit to the library is organized. There is a development of not only practical skills in organizing research activities of students, but also general educational skills. Abstracting and research activity of students allows satisfying their individual needs and interests, identifying their individual capabilities, i.e. personalize learning as much as possible.
The final form of control, bringing the study of the course to its logical conclusion,
students are expected to complete their research, write a research paper, abstract, project and subsequent presentation of students at a scientific and practical conference.
The program contains a list of literature on the proposed topics.
Requirements for the level of assimilation of educational material
As a result of studying the program "Fundamentals of Research Work", students should know and understand:
— the role of science in the life of society;
- the teachings of V.I. Vernadsky about the noosphere;
- outstanding Russian scientists in various fields of science and their achievements;
— principles of scientific thinking;
– methods of scientific research and knowledge of natural and humanitarian sciences;
- the main types of research papers, the components of their content and writing rules.
Be able to:
— plan and conduct observations and experiments;
- write a review, review, annotation;
— organize and conduct research work;
- to draw up research work;
- be able to work with popular science literature.
« Introduction to scientific- research activities of students» (35 hours)
Scientific research methods(18 h)
1. Science and scientific outlook. The difference between science and other phenomena of the spiritual life of man. The difference between scientific knowledge and ordinary, pseudoscientific, parascientific. View of V.I. Vernadsky. The place of science in the spiritual life of society. Principles of scientific thinking. Explanatory and descriptive in science. Can there be two theories explaining the same facts. Facts and their interpretation. criterion of truth. Proof of. Scientific
2. Humanities and natural sciences. Rapprochement of sciences. Teachings of V.I.Vernadsky about the noosphere.
3. The main types of research work: abstract, report, synopsis, abstract, review, research work, theses, review. Components of the content of each type of work, content requirements, stages of work on the abstract, design requirements, evaluation criteria.
Workshops: “Make an annotation of an article, a book; write a review on the abstract"; "Prepare an abstract of the article."
4. Methods of scientific research: theoretical and empirical. Induction and deduction. Analysis and synthesis. Comparative analysis. Rules for holding comparative analysis. Synectics. Method of analogies: types of analogies direct analogy, personal, fantastic, symbolic. Basics of modeling: mathematical and technical modeling. Static and dynamic models. Graphic methods: types of graphs, methods and rules of use. Diagrams and their types. Method expert assessments. Organization and implementation of the method of expert assessments. Content - analysis. Scaling. Types of measurement scales. Brainstorming method: the history of the method; options, main stages, rules for brainstorming.
5. Observation. The main tasks of observation. Observation conditions. Disadvantages of the observation method. Classification of observations. Organization and conduct of scientific observation.
Practical lesson:
6. Experiment. The role of experiment in science. Types of experiment. Experiment planning. The main tasks of observation. Experiment and observation, their difference. Requirements for the preparation of the experiment. Methods for registering the results of an experiment.
7. Work with literary sources. Principles and methods of working with directories. Principles of compiling a bibliography. Methods of studying literary sources using rational methods of working on the text. Rules for the design of bibliographic references.
(17 h)
1. Scientific research. Types of research work: abstract, practical, experimental. Choosing a topic and justifying its relevance.
Object and subject of research.
The concept of the goals and objectives of scientific research. Hypothesis in scientific research.
Practical lesson:"Selecting a topic and justifying its relevance"
2. The structure of the research work: introduction, main part, conclusion. Examination of samples and familiarity with the structure of scientific papers.
Practical lesson: Prepare the structure of your research.
3. Introduction: an introduction to the problem, the main tasks of the work, the argumentation of relevance and a description of the general state of the problem by the time the research began. Problems with sources. Retrospective analysis of literary sources studied by the researcher.
Practical lesson: "Prepare an analysis of literary sources on the topic of your research."
4. Work on the main part of the study: material and methodology, description of the place and conditions of the study, main results of the study, generalization and conclusion. Drawing up an individual work plan. Collection of primary information. Presentation style. Acquaintance with different styles of presentation of scientific works.
Practical lesson:
5. Conclusion: summarizing the most important results of the study and perspectives of the study. Results in scientific research and their processing. Methods of information processing and presentation. Conclusions.
Practical lesson:
6. Requirements for the design of scientific papers. Citation. Links and link rules. Schemes and illustrations.
7. Compilation of research abstracts and components of their content. Report, components of the content of the report. Preparation of a research report. Requirements for abstracts and reports.
Workshops: “Compose the thesis of your research in accordance with the requirements”; "Preparation of a report for a scientific and practical conference."
Name of sections and topics | Total hours | Including | educational product |
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practices |
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Scientific research methods | ||||||
Science and scientific outlook. Explanatory and descriptive in science | Abstract |
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Humanities and natural sciences | Abstracts |
|||||
The main types of research work and components of their content | Annotation, review, synopsis, review, TV work, report |
|||||
Scientific research methods (theoretical and empirical) | Synopsis, models, problem solving |
|||||
Observation | Lecture, workshop | Plan, report |
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Experiment | Lecture, workshop | Plan, schedule, table, diagram |
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Working with literary sources | Library visit | Rules of work, bibliography |
||||
Organization of scientific research | ||||||
Scientific research | Lecture, workshop | abstract |
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Research work structure | Lecture, workshop | Study Structure |
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Introduction (statement of the problem, explanation of the choice of topic, its significance and relevance, definition of goals and objectives). Analysis of literature sources | Lecture, workshop | Source Analysis |
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Work on the main part of the study | Lecture, workshop | Plan, collection of information |
||||
Conclusion (generalization of the results, research perspective). Conclusions. | Lecture, workshop | Results, conclusions |
||||
Requirements for the design of scientific papers | Lecture, training | Title page, bibliography, appendices |
||||
Drafting research abstracts. Preparing a research report | Lecture, workshop | abstract report |
||||
TOTAL: | ||||||
Speech by students at a scientific and practical conference with abstracts, with scientific research reports |
Literature
1. Aleksandrova T.K. Regulations on the work of students of the Lomonosov gymnasium on individual research topics. // head teacher. 2002. No. 2.
2. Hans Y. Eysenck, D. Evans. How to test your child's abilities. Moscow: AST,
3. Braginsky I.L. Youth research. Scientific societies of students in Russia. History and modernity. Moscow: Enlightenment, 1997.
4. Belov A. On the organization of educational and research work in the field of mathematics // Vneshkolnik. 1997. No. 7-8.
5. Brudnova A. Educational and research work of schoolchildren. // Education of schoolchildren. 1996. No. 3.
6. Vasiliev V. Design and research technology: the development of motivation. // Public education. 2000. No. 9.
7. Vinokurova N.K. Development of creative abilities of students. / M.: Educational center "Pedagogical search", 1999.
8. Research work of schoolchildren: Scientific, methodological and informational
publicity magazine. 2002. No. 1.
9. Krivolapova N.A. Organization of research activities of students: Program elective courses for professional education classes / Institute
advanced training and retraining of workers formed the Kurgan
areas. - Kurgan, 2003.
10. Leontovich. A.V. Educational and research activities of a schoolchild as a model
pedagogical technology//People's education. 1999. No. 10.
11. Plykin R. Scientific creativity of schoolchildren: myth or reality? // Out-of-school student. 1997. No. 7-8.
12. Piyavsky S.L. Criteria for evaluating students' research work. // Additional education. 2000. № 12.
13. Piyavsky S.L. Criteria for evaluating students' research work. // Additional education. 2001. No. 1.
14. Razumovsky V.G. Development of creative abilities of students. A guide for teachers. M.: education, 1975.
15. The development of research activities of students: Methodical collection. M.:
Public Education, 2001.
16. Salamatov Yu.P. How to become an inventor: 50 hours of creativity: Book. for the teacher.
M.: Education, 1990.
Extended thematic planning (35 hours)
Section name (number of hours) | Topic of the lesson | the date of the |
|
Scientific research methods (18 hours) | 1. Science and scientific outlook. Explanatory and descriptive in science. 2. "Humanities and natural sciences". 3. The main types of research work and components of their content. 4. Practice No.1: Write an abstract for an article or book. 5. Practice No.2: “Write a review on the abstract; prepare a summary of the article. 6 “Write a review of an essay, creative work». 7. Practical lesson number 3."Prepare a report on the topic." 8. Methods of scientific research (theoretical and empirical). 9 “Method of brainstorming. Application of the method of comparative analysis to the description of events, phenomena. 10. "Using the modeling method to study phenomena." 11. "Application of the method of analogies to the solution of various problems." 12. Observation. 13. Practical lesson number 4."Planning and Conducting Surveillance". 14. Experiment. 15 "Conducting thematic experimental studies". 16. "Presentation of the results of the experiment in various types: tabular, graphic, schematic, etc. 17. Work with literary sources. 18 "Rules of work in the bibliographic department, compiling a bibliographic list of references." | ||
Organization of scientific research (17 hours) | 19. Scientific research. 20.Practice #5. “Choose your research topic; substantiation of its relevance; formulation of goals and objectives his research." 21. Structure of research work. 22.Practice #6. Prepare the structure of your research. 23. Introduction (statement of the problem, explanation of the choice of topic, its significance and relevance, definition of goals and objectives). Analysis of literature sources. 24. Practical lesson number 7.“Prepare an analysis of literary sources on the topic of your research” 25. Work on the main part of the study. 26. Practical lesson number 8.“Creating an individual work plan. Collection of primary information. 27 "Conducting your research." 28. Conclusion (generalization of results, research perspective). Conclusions. 29. Practical lesson number 9."Preparing the results of your research." 30. Requirements for the design of scientific papers. 31. "Design of the title page, bibliographic references, rules for the design of applications." 32 - 33. Practical lesson number 10. Drafting research abstracts. Preparation of a research report. 34. Practice #11. "Compose the thesis of your research in accordance with the requirements." 35.Practice #12. "Preparation of a report for a scientific and practical conference". |
Result: speeches of students at a scientific-practical conference with abstracts, reports on scientific research, research papers.
Kamchatka State Technical University Department of technology of fish products V.M. Datsun BASICS OF RESEARCH WORK A course of lectures on the discipline "Fundamentals of Research" for students studying in the specialties of the directions 655900 "Technology of raw materials and products of animal origin", 655600 "Production of food products from vegetable raw materials", 655700 "Technology of food products of special appointments and Catering”, 552400 “Food Technology” of all forms of education Petropavlovsk-Kamchatsky 2004 1 UDC 001.89(07) +371.385 LBC 72.4(2) 73 D21 Maksimova, Candidate of Technical Sciences, Associate Professor of the Department of Technology of Products from Animal Raw Materials, FESTU Datsun V.M. D21 Fundamentals of research work: a course of lectures. - Petropavlovsk-Kamchatsky: KamchatGTU, 2004. - 53 p. The purpose and objectives of studying the discipline, the procedure for performing research, planning and conducting an experiment, formatting the text of a scientific work and its annexes, as well as the procedure for its defense are outlined. The course of lectures is intended for independent work of students studying in the specialties of the directions 655900 "Technology of raw materials and products of animal origin", 655600 "Production of food products from vegetable raw materials", 655700 "Technology of food products for special purposes and public catering", 552300 " Food technology" of all forms of education. Can be used as a guide for graduate students. UDC 001.89(07)+371.385 LBC 72.4(2) 73 © KamchatSTU, 2004 © Datsun V.M., 2004 in solving scientific problems. The total number of hours is 68, of which 17 hours. - lectures. The rest of the time is spent on independent work . The discipline ends with a standings. In the process of learning, students must acquire the ability to substantiate the direction of scientific research, achieve results and learn how to apply the acquired knowledge in solving professional problems using modern scientific methods. The assimilation of scientific research methods contributes to the formation of a scientific way of thinking in future specialists, which also helps to better master the profession. Lecture 1. SCIENTIFIC WORK IN THE SPECIALTY 1. Scientific study as the main form of scientific work. 2. Basic concepts of research work. 1. Scientific study as the main form of scientific work From the creative concept to the finalization of scientific work, scientific research is carried out individually. Modern scientific and theoretical thinking seeks to penetrate into the essence of the studied phenomena and processes. This is possible under the condition of a holistic approach to the object of study, consideration of this object in its origin and development, i.e., the application of a historical approach to its study. New scientific results and previously accumulated knowledge are in dialectical interaction. The best and progressive from the old passes into the new and gives it strength and effectiveness. To study in the scientific sense means to conduct exploratory research, as if looking into the future, to apply scientific foresight and well-thought-out calculation, to be scientifically objective. Facts cannot be thrown aside just because they are difficult to explain or find practical applications for them. Scientific study obliges us not only to conscientiously depict or simply describe the phenomenon under study, but also to find out its relation to what is known either from experience or from previous study. To study means to measure what can be measured, to show the numerical ratio of the studied phenomenon to the known one, to search for a causal relationship 3 between the phenomena, facts and events under consideration. Concentrating on the main or key issues, it is necessary to take into account the so-called indirect facts, which, at first glance, seem insignificant. In the study, it is not enough to establish any new scientific fact, it is important to give it an explanation from the standpoint of science, to show its theoretical or practical significance. The accumulation of scientific facts in the process of research is a creative process, which is always based on the intention (idea) of the researcher, his name. Ideas are born from practice, observation of the surrounding world and the needs of life. The development of an idea to the stage of solving a problem is carried out as a planned process of scientific research. 2. Basic concepts of research work The language of science is very specific. It contains many concepts and terms that are used in scientific activity. The basis of the language is words and phrases of a terminological nature: Abstract of a dissertation is a scientific publication in the form of a brochure containing an abstract of the research conducted by the author. Analogy is a reasoning in which, from the similarity of two objects in some respects, a conclusion is drawn about their similarity in other respects. The relevance of the topic is the degree of its importance at the moment and in this situation for solving this problem. Aspect is the point of view from which the object of study is considered. A hypothesis is a scientific assumption put forward to explain some phenomena. Deduction is a type of inference from the general to the particular, when a generalized conclusion is drawn from the mass of particular cases about the entire set of such cases. A dissertation is a scientific work made in the form of a manuscript, scientific report, published monograph or textbook. Serves as a qualifying work designed to show the research level of the research submitted for the degree. An idea is a defining position in a system of views, theories, etc. Induction is a kind of inference from particular facts, provisions to general conclusions. Information: - overview - secondary information contained in reviews of scientific documents; – relevant – information contained in the description of the prototype of the scientific problem; - abstract - secondary information contained in primary scientific documents; 4 - signal - secondary information of varying degrees of coagulation, performing the function of preliminary notification; - reference - secondary information, which is a systematized brief information in any field of knowledge. A review is a scientific document containing systematic scientific data on a topic, obtained as a result of the analysis of primary sources. The object of study is a process or phenomenon that generates a problem situation and is chosen for study. Definition is one of the ways to prevent misunderstandings in communication, dispute and research. The subject of research is everything that is within the boundaries of the object of research in a certain aspect of consideration. A concept is a thought that reflects the distinctive properties of objects and the relationship between them. A principle is the basic, initial position of any theory, doctrine, science. A problem is a large generalized set of formulated scientific questions that cover the area of future research. The following types of problems are distinguished: - research - a complex of related research topics within the boundaries of one scientific discipline and in one field of application; - complex scientific - the relationship of research topics from various fields of science aimed at solving the most important national economic problems; - scientific - a set of topics covering the entire research work or part of it; A judgment is a thought by which something is affirmed or denied. Theory is a doctrine, a system of ideas or principles. A set of generalized provisions that form a science or its section. Inference is a mental operation by means of which another judgment is deduced from a certain number of given judgments, in a certain way connected with the original one. A factual document is a scientific document containing textual, digital, illustrative and other information reflecting the state of the subject of research or collected as a result of research work. The claim is a description of the invention drawn up according to the approved form and containing summary his essence. Discovery formula - a description of the discovery, compiled according to the approved form and containing an exhaustive presentation of its essence. 5 Lecture 2. GENERAL METHODOLOGY OF SCIENTIFIC CREATIVITY 1. The general scheme of the course of scientific research. 2. Using the methods of scientific knowledge. 1. The general scheme of the course of scientific research The entire course of scientific research can be represented in the form of the following logical scheme: - substantiation of the relevance of the chosen topic; - setting the goal and specific objectives of the study; - definition of the object and subject of research; - choice of method (methodology) of the study; – description of the research process; – discussion of the research results; – formulation of conclusions and evaluation of the obtained results. Substantiation of the relevance of the chosen topic is the initial stage of any research. Coverage of relevance should be laconic. There is no special need to begin its description from afar. It is enough to show the essence of the problem situation within one typewritten page, from which the relevance of the topic will be visible. Scientific research is carried out to overcome certain difficulties that manifest themselves in the so-called problem situations, when the existing scientific knowledge is insufficient to solve new problems of cognition. A problem in science is a contradictory situation that needs to be resolved. From proving the relevance of the chosen topic, it is logical to move on to formulating the goal of the research being undertaken, as well as point out the specific tasks that have to be solved in accordance with this goal. Next, the object (the process or phenomenon that generates the problem situation and is chosen for study) and the subject (what is within the boundaries of the object) of research are formulated. A very important stage of scientific research is the choice of research methods that serve as a tool in obtaining factual material, being necessary condition achievement of the goal set in this work. The description of the research process is the main part of the dissertation work, which highlights the methodology and technique of research using logical laws and rules. A very important stage of scientific research is the discussion of its results, a preliminary assessment of the theoretical and practical value of scientific work. The final stage of scientific research is the conclusions, which contain something new and significant that constitutes the scientific and practical results of the work. 6 2. Using the methods of scientific knowledge Methods of scientific knowledge are general and special. The methodological basis of scientific activity is based on the criteria of objectivity, correspondence to truth, historical truth, moral criteria. Methodological sources of research can be the works of leading domestic and foreign scientists. Most of the special problems of specific sciences and even individual stages of their study require the use of special methods solutions. Special solution methods are of a very specific nature and are determined by the nature of the object under study. General methods of scientific knowledge are used throughout the research process. They are divided into three groups: – methods of empirical research (observation, comparison, measurement, experiment); – methods used both at the empirical and theoretical levels of research (abstraction, analysis and synthesis, induction and deduction, modeling, etc.); – methods of theoretical research (ascent from the abstract to the concrete, etc.). Observation is an active cognitive process based on the work of the human senses and its objective material activity. This is the most elementary method, acting, as a rule, as one of the elements in other empirical methods. Observation must satisfy a number of requirements, the most important of which are: – regularity; - purposefulness; – activity; - systematic. Comparison is one of the most common methods of cognition. It allows one to establish the similarity and difference between objects and phenomena of reality. In order for a comparison to be fruitful, it must satisfy two basic requirements: - only such phenomena should be compared between which a certain objective commonality can exist; - for the cognition of objects, their comparison should be carried out according to the most important, essential (in terms of a specific cognitive task) features. With the help of comparison, information about an object can be obtained in two different ways: – as a direct result of comparison; - as a conclusion by analogy. 7 Measurement, unlike comparison, is a more accurate cognitive tool. Measurement is the procedure for determining the numerical value of some quantity by means of a unit of measurement. Accuracy is the most important indicator of measurement quality and its scientific value. Among the empirical methods of scientific knowledge, measurement occupies approximately the same place as observation and comparison. Experiment is a special case of observation. The experimental study of objects in comparison with observation has a number of advantages: – in the course of the experiment, it becomes possible to study this or that phenomenon in its “pure form”; - the experiment allows you to explore the properties of objects of reality in extreme conditions ; - The most important advantage of the experiment is its repeatability. The use of models makes it possible to apply the experimental method of research to such objects, the direct operation of which is difficult or even impossible. The methods used at the empirical and theoretical levels of research include abstraction, analysis and synthesis, induction and deduction. The process of abstraction is a set of operations leading to a result (abstraction). Abstraction has a universal character in mental activity. The essence of this method consists in the mental abstraction from non-essential properties, connections, relations, objects and in the simultaneous selection, fixation of one or several aspects of these objects that are of interest to the researcher. Distinguish between the process of abstraction and the result of abstraction, called abstraction. The process of abstraction is closely connected with other research methods, and above all with analysis and synthesis. Analysis is a method of scientific research by decomposing an object into its component parts. Synthesis is a combination of parts obtained during the analysis into something whole. Methods of analysis and synthesis in scientific creativity are organically interconnected and can take various forms depending on the properties of the object under study and the purpose of the study. Direct and empirical analysis and synthesis is used at the stage of superficial acquaintance with the object. Recurrent, or elementary-theoretical, analysis and synthesis is widely used as a tool to achieve the moments of the essence of the phenomenon under study. Structural-genetic analysis and synthesis allows the deepest penetration into the essence of an object. This type of analysis and synthesis requires singling out such elements in a complex phenomenon, such links that represent the most central, the most important thing in them, their “cell”, which has a decisive influence on all other aspects of the essence of the object. The historical method is used to study complex developing objects. It is used only where one way or another the subject of research is the history of the object. 8 Of these methods, consider the method of ascent from the abstract to the concrete. The ascent from the abstract to the concrete (method of theoretical research) is a general form of the movement of scientific knowledge, the law of reflection of reality in thinking, dividing the process of cognition into two relatively independent stages. At the first stage, there is a transition from the sensory-concrete, from the concrete in reality to its abstract definitions. A single object is divided, described using a variety of concepts and judgments. The second stage of the process of cognition is the ascent from the abstract to the concrete. Its essence lies in the movement of thought from the abstract definitions of the object. Lecture 3. GENERAL METHODOLOGY OF SCIENTIFIC CREATIVITY 1. Application of logical laws and rules. 2. Inferential judgments (inductive and deductive). 3. Rules for constructing logical definitions. 1 Application of logical laws and rules Law of identity. According to the law of identity, the subject of thought within one reasoning must remain unchanged, i.e. A is A (A = A), where A is a thought. The law requires that in the course of communication all concepts and judgments be unambiguous, excluding ambiguity and uncertainty. Outwardly identical verbal constructions can have different content, and vice versa, the same thought can be expressed in different ways. The first phenomenon is called homonymy, the second - synonymy. The law of contradiction expresses the requirement of consistent thinking. Two statements cannot be true at the same time, one of which asserts something, and the other denies the same thing. The Law of the Excluded Middle – out of two contradictory propositions, one is false and the other is true. There is no third. The importance of the law of the excluded middle for the conduct of scientific work lies in the fact that it requires consistency in the presentation of facts and does not allow contradictions. The law of sufficient reason expresses the requirement of evidence-based scientific conclusions, the validity of judgments, which is formulated as follows: every true thought has a sufficient basis. Any judgment that we use in scientific work, before being accepted as true, must be justified. This law helps to separate the true from the false and come to the right conclusion. 9 2. Inferential judgments (inductive and deductive) Deductive reasoning is a conclusion in which a conclusion about a certain element of a set is made on the basis of knowledge of the general properties of the entire set. Induction is usually understood as a conclusion from the particular to the general, when, on the basis of knowledge about a part of the objects of a class, a conclusion is made about the class as a whole. Induction (or generalization) can be complete and partial. The complete one consists in the study of each case included in the class of phenomena, about which conclusions are drawn. Most of the indicators given in scientific texts are the result of lists of individual examples, the ways to justify their use in texts are as follows: - to establish whether the example underlying the generalization is correct; - find out if the example is relevant to the conclusion; - to determine whether enough examples are given; – determine whether the selected examples are typical. In scientific research, the object is often single events, objects and phenomena that are unique in their individual characteristics. When explaining and evaluating them, it is difficult to use both deductive and inductive reasoning. In this case, they resort to inference by analogy, when they liken a new single phenomenon to another, known and similar to it single phenomenon, and extend to the first previously received information. Not all analogies are logical, so their verification is necessary. There are two ways to test them: 1) is it really appropriate to compare phenomena?; 2) Is there a significant difference between them? The judgment of causality is another version of induction that plays a particularly important role in a scientific text. In every disputed case of causal inference, the following test rules apply: 1. Does the putative effect occur when the putative cause is absent? If the answer is "yes", then you are not entitled to claim that the preceding phenomenon is the only possible reason. In this case, either there is no connection between the two phenomena, or there is another possible reason. 2. Is the supposed effect absent when the supposed cause is present? If the answer is yes, then you are not entitled to claim that the subsequent phenomenon is the only possible consequence. Either there is no connection between the two phenomena, or there is another possible consequence. 3. Does not the only connection between an effect and its putative cause represent only the accidental occurrence of one after the other? This method reveals a characteristic fallacy in the inference about the cause, well known as "after this, therefore, according to 10
Topic 2. Stages of research work
Stages of research work. Feasibility study (feasibility study) of the topic. Justification of the relevance and significance of the work for the industry and the national economy of the country. Solution methods, tasks and stages of research. Estimated (potential) economic effect. Estimated social outcomes. Feasibility study approval. Purpose of theoretical research. Substantiation of the physical model, development of the mathematical model. Analysis of preliminary results. Guidelines to conduct the experiment. Working plan of experimental works. Introduction of fundamental and applied scientific research into production. State tests.
the federal law"On Science and State Science and Technology Policy" dated August 23, 1996 N 127-FZ (current version, 2016)
Types of R&D and their main stages
Scientific research can be divided into fundamental, exploratory and applied.
Types of research work
Research types | Research results |
Fundamental R&D | Expansion of theoretical knowledge. Obtaining new scientific data on the processes, phenomena, patterns that exist in the study area; scientific foundations, methods and principles of research |
Exploratory research | Increasing the volume of knowledge for a deeper understanding of the subject being studied. Development of forecasts for the development of science and technology; discovery of ways to apply new phenomena and patterns |
Applied Research | Permission of specific scientific problems to create new products. Obtaining recommendations, instructions, settlement and technical materials, methods. Determining the possibility of conducting R & D (experimental design work) on the subject of research |
Fundamental and prospecting works are usually not included in the product life cycle. However, on their basis, ideas are generated that can be transformed into R&D projects.
Applied R&D is one of the stages life cycle products. Their task is to answer the question: is it possible to create a new type of product and with what characteristics?
The procedure for conducting research is regulated by GOST 15.101-98.
The specific composition of the stages and the nature of the work performed within their framework are determined by the specifics of R&D.
Stages of scientific research and their summary.
Any particular study can be presented as a series of steps.
1. Choice of research topic.
2. Definition of the object and subject of research.
3. Definition of goals and objectives.
4. Formulation of the title of the work.
5. Development of a hypothesis.
6. Drawing up a research plan.
7. Work with literature.
8. Selection of subjects.
9. Choice of research methods.
10. Organization of research conditions.
11. Research (collection of material).
12. Processing of research results.
13. Formulation of conclusions.
14. Registration of work.
Each stage has its own tasks, which are often solved sequentially, and sometimes simultaneously.
Choice of research topic. Scientific research always involves the solution of some scientific problem. Lack of knowledge, facts, inconsistency of scientific ideas create grounds for scientific research. The formulation of a scientific problem involves:
Detecting the existence of such a deficit;
Awareness of the need to eliminate the deficit;
Formulation of the problem.
It is preferable to investigate those problems in which a person is more competent and which are related to his practical activities (sports, educational, organizational, teaching or technical, etc.). At the same time, the proposed topic must be assessed from the point of view of the possibility of conducting an experiment, i.e. the presence of a sufficient number of subjects to form experimental groups (experimental and control), research equipment, create appropriate conditions for the process in the experimental group, etc.
Help in choosing a topic can be provided by viewing catalogs of defended dissertations, review publications in special scientific and methodological periodicals.
The topic should be relevant, i.e. useful to meet the scientific, social, technical and economic needs of society.
Definition of the object and subject of research. An object research is process or phenomenon, which are selected for study, contain a problem situation and serve as a source of information necessary for the researcher. (Technological process, managerial task, social issues of employees).
However, it is recommended that the object of study be formulated not indefinitely broadly, but in such a way that it is possible to trace the circle of objective reality. This circle should include subject as the most important element, which is characterized in direct relationship with other constituent parts of a given object and can be unambiguously understood only when compared with other aspects of the object.
The subject matter is more specific and includes only those connections and relationships that are subject to direct study in this work.
From what has been said, it follows that object what is being investigated is the subject, and that which receives a scientific explanation in this object is the subject. Exactly subject research defines the research topic. For example: “The effect of adding cumin essential oil for the expiration date(or: palatability) sausage products (Hungarian sausages) ».
Definition of purpose and objectives. Based on the object and subject, you can begin to determine the purpose and objectives of the study. The goal is formulated briefly and extremely precisely, in a semantic sense expressing the main thing that the researcher intends to do, what end result he is striving for. The purpose of research within the framework of term papers and theses can be the development of new product formulations, new methods for determining the components of food products, the introduction of new components into food products, the development of functional nutrition formulations, etc.
The goal is concretized and developed in the objectives of the study.
Several tasks are set, and each of them, with a clear formulation, reveals the side of the topic that is being studied. When defining tasks, it is necessary to take into account their interconnection. Sometimes it is impossible to solve one problem without first solving another. Each task must have a solution reflected in one or more conclusions.
The first task, as a rule, is associated with the identification, clarification, deepening, methodological justification of the essence, structure of the object under study.
The second is related to the analysis of the real state of the subject of research.
The third task is related to the transformation of the subject of research, i.e. identifying ways and means of increasing the efficiency of improving the phenomenon or process under study (for example, developing an experimental methodology for introducing a new component).
The fourth - with an experimental verification of the effectiveness of the proposed transformations.
Tasks should be formulated clearly and concisely. As a rule, each task is formulated in the form of an assignment: “Study...”, “Develop...”, “Reveal...”, “Establish...”, “Justify...”, “Define... ”, “Check…”, “Prove…”, etc.
Formulation of the title of the work. Having defined the topic and specific tasks, specifying the object and subject of research, we can give the first version of the wording of the title of the work.
The title of the work is recommended to be formulated as briefly as possible, exactly in accordance with its content. It must be remembered that the subject of research should be reflected in the title. Vague wordings should not be allowed in the title of the work, for example: "Analysis of some questions ...", as well as stamped wordings such as: "To the question of ...", "To the study of ...", "Materials to ..." .
Finding a complete and concise wording right away is not an easy task. Even in the course of research, new, better names may emerge.
Hypothesis development. A hypothesis is a scientific assumption that requires experimental verification and theoretical justification, confirmation. Knowledge of the subject of research allows us to put forward a hypothesis. All hypotheses are divided into descriptive and explanatory. The first describes the relationship between the quality under study and the result of experimental activity (for example: essential oils have antimicrobial activity - can increase the shelf life by suppressing pathogenic microorganisms;) the second - explanatory - reveals internal conditions, mechanisms, causes and effects.
The sources for developing a hypothesis can be generalization of experience, analysis of existing scientific facts and further development of scientific theories. Any hypothesis is considered as an initial canvas and a starting point for research, which may or may not be confirmed.
Drafting a research plan. The research plan is a planned action program that includes all stages of work with the definition of calendar deadlines for their implementation. The plan is necessary in order to properly organize the work and give it a more purposeful character. In addition, he disciplines, makes you work in a certain rhythm.
In the course of work, the initial plan can be detailed, supplemented and even changed.
Literature work. The place of this stage of work is determined conditionally, since in reality the work with literature begins in the process of choosing a topic and continues until the end of the study. The effectiveness of working with literary sources depends on the knowledge of certain rules for their search, the appropriate methodology for studying and taking notes. A "literary source" is a document containing any information (monograph, article, theses, book, etc.).
Selection of subjects. Any study is ultimately comparative.
You can compare the results of the experimental system (sausage product) i.e. system in which the new component was used, with the results control system(in which the commonly accepted recipe was kept for comparison).
You can also compare the results of "today's" studies with the results that were obtained earlier (for example, the same material - a sausage product, with the addition of dry cumin or other essential oils)
Finally, you can compare the results obtained on this model with those standards that exist in Food Industry.
It is known that any research is carried out on a relatively small number of models. At the same time, conclusions are drawn in relation to all similar systems (all sausages of the same variety). Such a transfer of experimental results is based on the statistical law of large numbers. The objective effect of this law makes it possible to use the sampling method in statistics, in which not all units of a particular population are studied, but only a selected part of them. In this case, the generalized characteristics of the selected part (sample population) apply to the entire population (general population). The main requirement for the sample is that it should maximally reflect the features of the general population (ie, be representative - representative).
Using the sampling method, each experimenter solves two problems: what choose as research and How many they must be chosen.
Choice of research methods. A research method is a way of obtaining the collection, processing or analysis of data. Various methods of scientific knowledge from other areas of science and technology are widely used in research. On the one hand, this phenomenon can be considered positive, since it makes it possible to study the issues under study in a comprehensive manner, to consider the diversity of connections and relationships, on the other hand, this diversity makes it difficult to choose methods appropriate for a particular study.
The main guideline for choosing research methods can be its tasks. . It is the tasks assigned to the work that determine the ways to solve them, and therefore the choice of appropriate research methods. At the same time, it is important to select methods that would be adequate to the uniqueness of the phenomena being studied.
In the practice of conducting research in the food industry aimed at solving various problems, the following methods are most widely used:
Analysis of scientific and methodological literature, documentary and archival materials;
Poll (conversation, interview and questioning);
Control tests (testing);
Expert assessment;
Observation;
Experiment;
Methods of mathematical processing.
These groups of methods are closely related. They cannot be used in isolation. For example, to conduct an observation or experiment, it is necessary to first obtain information about what is already in practice and theory, that is, use the methods of analyzing scientific and methodological literature or a survey. The factual material obtained during the research will not be reliable without the methods of mathematical processing.
The essence of any experiment is a combination of several of these methods.
Organization of research conditions. The organization of the experiment is associated with the planning of its implementation, which determines the sequence of all stages of work, as well as with the preparation of all conditions that ensure a full-fledged study. This includes the preparation of the appropriate environment, raw materials, instruments, means, instruction of assistants, planning of observations, selection of experimental and control groups, evaluation of all features of the experimental base, etc.
For a successful experiment, certain conditions are necessary: the presence of a base (----), appropriate inventory (-----). The question of the place of the experiment in practice, especially at the initial stage, is most often decided on the basis of the personal agreement of the experimenter (for example, the technologist-director of the company). In all cases, the permission of the head of the organization in which the experiment is supposed to be carried out must be obtained to conduct the experiment.
Conducting research. At this stage of work, using the selected research methods, the necessary empirical (experimental) data are collected to test the hypothesis put forward.
Initial, intermediate and final studies provide for obtaining indicators using methods for collecting current information, and conducting classes ensures the direct implementation of the intended process (the use of new tools, methods, etc.).
The time intervals between the initial, intermediate and final studies are extremely variable and depend on many reasons (tasks and research methods, real conditions for organizing the experiment, etc.).
The study is carried out on the basis of the general program of the experiment, programs for conducting classes in experimental and control groups and observing programs.
The program indicates the content and sequence of all actions(what, where, when and how will be carried out, observed, verified, compared and measured; what will be the procedure for measuring indicators, their registration; what equipment, tools and other means will be used; who will perform the work and what).
Processing of research results. Primary processing data. It is important to process the results of each study as soon as possible after its completion, while the experimenter's memory can suggest those details - which for some reason are not fixed, but are of interest for understanding the essence of the case. When processing the data collected, it may turn out that they are either not enough, or they are contradictory and therefore do not give grounds for final conclusions. In this case, the study must be continued, making the required additions to it.
In most cases, it is advisable to start processing with the compilation of tables (pivot tables) of the received data.
For both manual and computer processing, initial data is most often entered into the original pivot table. Recently, computer processing has become the predominant form of mathematical and statistical processing, so it is advisable to enter all the features you are interested in in the table in the form of a decimal number. This is necessary because the data format for most used computer programs imposes its own limitations.
Mathematical data processing. To determine the methods of mathematical and statistical processing, first of all, it is necessary to evaluate the nature of the distribution for all the parameters used. For parameters that have a normal distribution or close to normal, you can use parametric statistics methods, which in many cases are more powerful than non-parametric statistics methods. The advantage of the latter is that they allow you to test statistical hypotheses regardless of the form of distribution.
The most important statistical characteristics are:
a) arithmetic mean
b) standard deviation
c) coefficient of variation
Focusing on these characteristics of the normal distribution, one can estimate the degree of closeness of the considered distribution to it.
One of the most common tasks in data processing is to evaluate the validity of differences between two or more series of values. In mathematical statistics, there are a number of ways to solve it. The computer variant of data processing has now become the most common. Many statistical applications have procedures for estimating differences between parameters of the same sample or different samples. With a fully computerized processing of the material, it is not difficult to use the appropriate procedure at the right time and evaluate the differences of interest.
Formulation of conclusions. Conclusions are statements that briefly express the meaningful results of the study, they reflect in the thesis form what is new that the author himself has obtained. A common mistake is that the author includes in the conclusions generally accepted in science provisions that no longer need proof.
The solution of each of the tasks listed in the introduction should be reflected in the conclusions in a certain way.
Registration of work. The main task of this stage of work is to present the results obtained in a publicly accessible and understandable form, allowing them to be compared with the results of other researchers and used in practice. Therefore, the design of the work must comply with the requirements for works sent to print (qualification work-requirements).
An approximate list of works at different stages of research is given in the table.
Stages of R&D and the scope of work on them
Stages of research | Scope of work |
Development of technical specifications (terms of reference) for research | Scientific forecasting Analysis of the results of fundamental and exploratory research Study of patent documentation Accounting for customer requirements |
Choice of research direction | Collection and study of scientific and technical information policy review Carrying out patent research Formulation of possible directions for solving the tasks set in the TOR of R&D and their comparative evaluation Selection and justification of the accepted direction of research and methods for solving problems Comparison of the expected indicators of new products after the implementation of R&D results with existing indicators of analogous products Evaluation of the approximate economic efficiency of new products Development general methodology for conducting research Preparation of an interim report |
Theoretical and experimental studies | Development of working hypotheses, construction of models of the research object, substantiation of assumptions |
Identification of the need for experiments to confirm certain provisions of theoretical studies or to obtain specific values of the parameters necessary for calculations | |
Development of a methodology for experimental studies, preparation of models (models, experimental samples), as well as test equipment | |
Conducting experiments, processing the obtained data | |
Comparison of experimental results with theoretical studies | |
Correction of theoretical models of the object Conducting additional experiments if necessary | |
Conducting feasibility studies Preparation of an interim report | |
Generalization and evaluation of research results | Summarizing the results of the previous stages of work Evaluation of the completeness of solving problems development of recommendations for further research and R&D development of a draft TOR for R & D preparation of the final report Acceptance of R&D by the commission |
The development of a new recipe at food industry enterprises ends with the preparation normative documents(TU, STO); obtaining Certificates, Declarations; amending technological process(if required) - writing instructions, etc.
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