METHODOLOGY OF SCIENTIFIC PROBLEM DEVELOPMENT IN PEDAGOGICAL RESEARCH

• Володимир Миколайович Руденко

  РДГУ

• Наталія Руденко

  Rivne State University of Humanities

The role and place of the scientific problem in the structure of pedagogical research are shown, the nature of the shortcomings in its definition is analyzed, the circumstances and causes of errors are shown. The essence of the category of scientific problem and the process of its formulation in research on pedagogy is revealed. The source of the research problem is the problem situation that precedes the problem and is reflected in the mind of the researcher. The problem is, on the one hand, a kind of question, the answer to which is not contained in the accumulated knowledge, on the other hand, it is a form of thinking that characterizes the lack of available means to achieve the goal of scientific knowledge. Epistemological features of the problem: the form of reflection of the objectively existing problem situation; the starting point of the cognitive cycle, the initial form of knowledge organization; focus on acquiring new knowledge; system of statements and requirements; hierarchically organized set of questions. The process of developing a scientific problem consists of certain stages: preliminary research for the obtained new facts and confirmation of existing ones; discussion of processes and phenomena that cannot be explained within the framework of existing theories - awareness of the problem situation; preliminary analysis of ideas on the basis of which it is possible to achieve a solution to the problem situation - making assumptions; making the preferred solution for a specific study; a preliminary description and interpretation of the problem, determining the relationship between the data on which the problem is based, and theoretical assumptions for its solution; the final formulation and formulation of scientific problems of pedagogical research.

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