DESIGN OF THE RESEARCH BASED TRAINING IN TECHNOLOGIES AND ENTREPRENEURSHIP IN THE SECONDARY EDUCATION

Maia Angelova Stoeva; Sashko Plachkov; Diana Mitova; Lyubima Zoneva

doi:10.12955/cbup.v5.981

Maia Angelova Stoeva Faculty of Engineering, South-West University "Neofit Rilski" Blagoevgrad, Bulgaria,
Sashko Plachkov Faculty of Engineering, South-West University "Neofit Rilski" Blagoevgrad, Bulgaria
Diana Mitova Faculty of Engineering, South-West University "Neofit Rilski" Blagoevgrad, Bulgaria
Lyubima Zoneva Faculty of Engineering, South-West University "Neofit Rilski" Blagoevgrad, Bulgaria

DOI: https://doi.org/10.12955/cbup.v5.981

Keywords: Educational design, competent approach, research-based learning, research project, technological education

Abstract

The article presents the nature of the research approach and its application in the framework of the studied disciplines of the cycle of technological training. Presented are the results of monitoring study of the skills of 11-14 year old students for research. The design of research-oriented training in technology and entrepreneurship predisposes the increase of the interest in the learning process and the learning motivation in parallel with the implementation of basic educational goals.

The suggested tools aim to diagnose the skills of the students in the research training. Described are the basic levels of administration of the research approach in the training and its influence on building skills on a high level (at meta-level) in the students. The idea is similar to Bloom’s taxonomy according to which levels that follow the logical transition from easy to difficult act in the cognitive sphere.

Knowledge and basic intellectual skills formed during are explored, with an emphasis on problem-solving cognitive and practical tasks. The creative technical abilities of the students are being studied through case studies and situations, and an algorithm for key research projects has been developed.

The focus is on the interdisciplinary research training project which requires a broad general culture and knowledge from various scientific fields. A critical analysis of the results and conclusions about changes in teaching practice takes a special place in the article

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