Pedagogy is a living science, constantly developing, and at the same time fundamental. During its existence, she has developed a variety of research methods, thanks to which the process of education and upbringing of the society meets the most pressing requirements at each particular stage of its development. Moreover, the laws of the surrounding world, objective reality were also studied and realized often with the help of pedagogical methodologies.
General characteristics of the methods
Methods of scientific and pedagogical research are special methods, techniques and means of scientific study of the world, taken together and giving the opportunity to solve the problems facing the researcher. One of the main criteria for their selection is adequacy, that is, compliance with the subject of study and the task facing the scientist. Only then the methods of scientific and pedagogical research give objective, real results, and can bring concrete practical benefit. According to the degree of interaction with the studied material, empirical and theoretical methods are distinguished. The former are associated with practical activities, experiments, ie, “live” work with the objects or phenomena being studied. The second - with theoretical calculations, speculative conclusions, modeling. Both those and other methods of scientific and pedagogical research have both strengths and weaknesses and are good in situations corresponding to them.
Detailed description
Among the universal
methods of cognition in the first place are experiments and observations. They are widely used in various fields of scientific disciplines, and not only pedagogical. The narrow professional, social sphere includes conversation, questionnaires, testing, questioning, observation, etc. In turn, all methods of scientific and pedagogical research have their own tools for obtaining and processing information, on the basis of which certain conclusions are drawn and, in fact, there is a development and enrichment of knowledge. Let us dwell on some in more detail.
- Observation - certain tasks are set; objects are selected, observed, indicators are fixed; data is being processed. Difficulties: for obtaining information, it takes a long time and consistency, which is not always possible: there is no absolute objectivity, there is an element of the human factor. Therefore, this methodology of pedagogical research is usually used not by itself, but in combination with others.
- Questionnaires (conversation, interviews, questionnaires, etc.) are used to obtain the necessary information as an end in itself or an additional source of knowledge on a subject of interest. Usually, the plan, direction and nature of the information that needs to be obtained is preplanned. Most often done in writing, anonymous or open.
- Products of the direct educational activities of schoolchildren (tests and other works, tests, exams, drawings, essays, workbooks, etc.) help to identify the child’s attitude to his student responsibilities, the degree to which he learns the program, etc. These methods of pedagogical science are extremely important, because they give a real result of the state of the educational process and allow you to timely correct its flaws and mistakes.
- Speaking of empirical knowledge, one cannot fail to mention the study of school business documents (class magazines, students' personal files, diaries, etc.), a pedagogical experiment (for example, differentiated learning), self-esteem of students and popularity ratings.
“Cabinet” methods of pedagogical research - theoretical, mathematical, statistical. They are complex and interesting in their own way, and together they help to recreate the objective picture of the pedagogical process, its pros and cons, and outline the prospects for further development.