The difference between project activities and research.pptx - Presentation "The difference between project activities and research." How does research activity differ from project activity? Project work research

Project and research activities of schoolchildren: similarities and differences.

Petrova Larisa Nikolaevna

organizer of work with gifted children

Activity is the only way to knowledge .

Bernard Show

the sphere of education that allows a child to acquire knowledge, abilities, skills, competencies, personal meanings sufficient for his self-realization in the conditions of modern high-tech civilization at the personal, social, professional levels

Scientific and practical education

Project activities

Research

activity

Scientific and technical creativity -

a type of activity consisting of a theoretical solution and material embodiment of any technical problem in the form of technical projects, layouts, models and prototypes that have objective or subjective novelty; search and solution of problems in the field of technology based on the use of scientific achievements

the process of searching for the unknown, new knowledge, an activity aimed at students obtaining new ideas about objects and phenomena of the surrounding world using the scientific method.

Project activities –

activities aimed at creating a product. A project is literally “thrown forward,” that is, a prototype, prototype of an object, type of activity.

Thus, the project creates something that does not yet exist; it always requires a different quality or shows the way to obtain it.

A project is an idea, a plan, creativity according to a plan.

Activity goals

Purpose of project activity– implementation of the design concept.

Purpose of research activity- understanding the essence of a phenomenon, truth, discovery of new patterns, etc.

Fundamental difference project from research is that work on a project is always aimed at solving a specific personally significant or socially significant problem, study it does not imply the creation of any pre-planned object.

Study- search for truth or the unknown, and design- solving a specific, clearly understood problem.

Relationship between project and research

Obtaining new knowledge about existing objects and phenomena

Study

Creating new objects and phenomena or changing them in order to obtain new properties from them

Design

Design activity

five rules "P"

Problem

Design

Search for information

Product presentation

Performance results

The main result of research activities is smart product, establishing the truth as a result of the research procedure.

The result of project activities are products of practical importance .

Project Product Forms

Project activities of schoolchildren

What is an educational project for a student and a teacher?

Project activities of schoolchildren are cognitive, educational, research and creative activities, as a result of which a solution to a problem appears, which is presented in the form of a project.
For a student, a project is an opportunity to maximize their creative potential. This is an activity that allows you to express yourself individually or in a group, try your hand, apply your knowledge, bring benefit, and publicly show the results achieved. This is an activity aimed at solving an interesting problem formulated by the students themselves. The result of this activity - the found method of solving the problem - is practical in nature and significant for the discoverers themselves.
And for a teacher, an educational project is an integrative didactic means of development, training and education, which allows you to develop and develop specific skills and design skills: problematization, goal setting, activity planning, reflection and self-analysis, presentation and self-presentation, as well as information search, practical application of academic knowledge, self-study, research and creative activities.

Design and research work at school is a new, innovative method that combines educational and cognitive components, gaming, scientific and creative. The main difference between such activities for primary school is that students, first of all, receive the first research skills, due to which the specific qualities of a special way of thinking develop.

Organization of project activities

When organizing project activities in elementary school, the teacher needs to take into account the following aspects:

1. The project assignment must correspond to the age and level of development of the student.
2. The problems of future projects, which should be in the area of interests of students, should be taken into account.
3. Conditions must be created for the successful execution of projects (availability of materials, data, multimedia).
4. Before giving students a project assignment, they should first prepare for conducting such activities.
5. Manage projects, help and advise students.
6. Practice project-based activities with students, while improving general educational skills.
7. When choosing a project topic, do not impose information, but interest them, motivating them to search independently.
8. Discuss with students the choice of sources of information: library, reference books, Internet, periodicals, etc.
9. In the process of preparing for project activities, it is advisable to organize joint excursions, walks, observations, experiments, and events for students.

Types of projects

Research projects. Schoolchildren conduct experiments, study some area, and then present their results in the form of wall newspapers, booklets or computer presentations. Such research projects have a positive impact on the student’s professional self-determination, and can also become the basis for future coursework and diploma work during his student years.
Game projects. They are presented in the form of games and performances, where, playing the roles of some heroes, students offer their solutions to the problems being studied.
Information projects. Students collect and analyze information on a topic, presenting it in the form of a magazine, newspaper, or almanac.
Creative projects. There is huge scope for imagination: the project can be carried out in the form of an extracurricular activity, an environmental action, a video film and much more. There are no limits to imagination.

Choosing a topic and setting a project goal

The choice of project topics can be based on an in-depth study of any educational material in order to expand knowledge, interest children in studying the subject, and improve the learning process.
The project must have a clear, realistically achievable goal. In the most general sense, the goal of the project is always to solve the original problem, but in each specific case this solution has its own unique solution and implementation. This embodiment is a project product, which is created by the author in the course of his work and also becomes a means of solving the project problem.

Project type	Objective of the project	Project product	Student activity type	Formed competence
Practice-oriented	Solving practical problems of the project customer	Tutorials, layouts and models, instructions, reminders, recommendations	Practical activities in a specific educational subject area	Activity
Research project	Proof or refutation of any hypothesis	The result of the research, presented in the form of presentations, wall newspapers, booklets	Activities related to experimentation, logical mental operations	Thoughtful
Information project	Collection of information about any object or phenomenon	Statistical data, results of public opinion polls, generalization of statements of various authors on any issue, presented in the form of a magazine, newspaper, almanac, presentation	Activities related to the collection, verification, systematization of information from various sources; communication with people as sources of information	Information
Creative project	Attracting public interest in the project problem	Literary works, works of fine or decorative art, videos, promotions, extracurricular activities	Creative activities related to receiving feedback from the public	Communicative
Game or role-playing project	Providing the public with the experience of participating in solving a project problem	Event (game, competition, quiz, excursion, etc.)	Activities related to group communication	Communicative

Stages of work on the project

Stages of work on the project		Student activities	Teacher activities
Preparation	Determining the theme and goals of the project, its starting position. Selection of a working group	Discuss the topic of the project with the teacher and receive additional information if necessary	Introduces the meaning of the project approach and motivates students. Helps in defining the purpose of the project. Supervises the work of students.
Planning	a) Identification of sources of necessary information. b) Determining ways to collect and analyze information. c) Determining the method of presenting the results (project form) d) Establishing procedures and criteria for assessing project results. e) Distribution of tasks (responsibilities) between members of the working group	Create project objectives. Develop an action plan. Select and justify their criteria for the success of project activities.	Offers ideas, makes assumptions. Supervises students' work.
Study	1. Collection and clarification of information (main tools: interviews, surveys, observations, experiments, etc.) 2. Identification (“brainstorming”) and discussion of alternatives that arose during the project. 3.Selection of the optimal project progress option. 4.Step-by-step implementation of the research tasks of the project	Perform project tasks step by step	Observes, advises, indirectly supervises the activities of students
	Information analysis. Formulation of conclusions	Perform research and work on a project, analyzing information. Draw up the project	Observes, advises (at the request of students)
Presentation (defense) of the project and evaluation of its results	Preparation of a report on the progress of the project with an explanation of the results obtained (possible forms of report: oral report, oral report with demonstration of materials, written report). Analysis of project implementation, achieved results (successes and failures) and the reasons for this	Present the project, participate in its collective self-analysis and evaluation.	Listens, asks appropriate questions in the role of an ordinary participant. Directs the analysis process as necessary. Evaluates student effort, quality of report, creativity, quality of use of sources, potential for continuation of the project

Evaluation of stages	Criteria for evaluation	Points
Performance evaluation	Relevance and novelty of the proposed solutions, complexity of the topic
	Volume of developments and number of proposed solutions
	Practical value
	Level of independence of participants
	The quality of the design of notes, posters, etc.
	Reviewer's assessment of the project
Protection assessment	Quality of the report
	Demonstration of depth and breadth of ideas on the topic presented
	Demonstration of depth and breadth of ideas on a given subject
	Answers to teacher questions
	Answers to teacher questions

180 – 140 points – “excellent”;
135 – 100 points – “good”;
95 – 65 points – “satisfactory”;
less than 65 points - “unsatisfactory”.

General view and structure of the project explanatory note

Title page.
Table of contents (contents).
Introduction.
Heads of the main part.
Conclusion.
Bibliography.
Application.

Structural elements of an explanatory note.

Title page

The title page is the first page of the explanatory note and is filled out according to certain rules.
The full name of the educational institution is indicated in the top field. On average, the name of the project is given without the word “topic” and quotation marks. It should be as short and precise as possible - consistent with the main content of the project. If it is necessary to specify the title of the work, then you can give a subtitle, which should be extremely short and not turn into a new title. Next, indicate the last name, first name, school number and class of the designer (in the nominative case). Then the surname and initials of the project manager.
The lower field indicates the place and year the work was performed (without the word “year”).

Following the title page is a table of contents, which lists all the headings of the explanatory note and indicates the pages on which they are located. They cannot be shortened or given in a different wording, sequence or subordination. All blanks are written with a capital letter and without a period at the end. The last word of each heading is connected by an accent to its corresponding page number in the right column of the table of contents.

Introduction to the work

It substantiates the relevance of the chosen topic, the purpose and content of the tasks set, formulates the planned result and the main problems considered in the project, indicates interdisciplinary connections, informs who the project is intended for and what is its novelty. The introduction also describes the main sources of information (official, scientific, literary, bibliographic). It is advisable to list the equipment and materials used during the project.

Main chapters

The following is a statement of the goal, and specific tasks to be solved in accordance with it.

The first chapter of the project discusses the proposed methodology and technique for its implementation, and provides a brief review of the literature and other materials on the topic.

In the next chapter (search) it is necessary to develop a bank of ideas and proposals for solving the problem considered in the project.

In the technological part of the project, it is necessary to develop a sequence for executing the object. It may include a list of stages, a technological map that describes the algorithm of operations indicating tools, materials and processing methods.

Next, it is necessary to consider the economic and environmental assessment of the project. In the economic part, a complete calculation of the costs of manufacturing the designed product is presented. Next is project advertising and marketing research. Particular attention must be paid to the environmental assessment of the project: justification that the manufacture and operation of the designed product will not entail changes in the environment or disruptions in human life.

Conclusion

At the conclusion of the project, the results obtained are outlined, their relationship with the general goal and specific tasks formulated in the Introduction is determined, and students are given a self-assessment of the work they have done.

Bibliography

After the Conclusion there is a list of references used. All borrowings must necessarily have subscript references to where the given materials were taken from.

Applications

Auxiliary or additional materials that clutter up the main part of the work are placed in appendices. The application contains tables, text, graphs, maps, drawings. Each application must begin on a new sheet (page) with the word “Appendix” in the upper right corner and have a thematic heading. If there is more than one application in the work, they are numbered in Arabic numerals (without the No. sign), for example: “Appendix 1”, “Appendix 2”, etc. The numbering of the pages on which appendices are given must be continuous and continue the general numbering of the main text. Through it, applications are carried out through links that are used with the word “look” (see), enclosed together with the code in parentheses.

A project is a joint step-by-step activity of a student (students), having a common goal, agreed upon methods and methods of activity, aimed at achieving a common result. A prerequisite for project activity is the presence of pre-developed ideas about the final result of the activity.

Research is an activity associated with solving a creative or research problem with a previously unknown solution and presupposing the presence of the main stages characteristic of research in the scientific field: problem formulation, study of theory, selection of research methods, collection of one’s own material, its analysis, generalization, conclusions.

When conceiving a project, we must clearly understand the design intent, i.e. the idea and the result that we initially plan and for the sake of which we carry out the project. The main result of the research is an intellectual product unknown in advance, which establishes one or another truth as a result of the research.

What is the difference between educational research and scientific research? Educational research aims to acquire students functional research skills as a way of mastering reality. The main thing is the experience gained by individuals. Scientific research is obtaining an objectively new result, new knowledge.

Design and research activities Activities for designing your own research, which involves identifying goals and objectives, highlighting the principles for selecting methods, planning the progress of the research, determining the expected results, assessing the feasibility of the research, identifying the necessary resources.

Development of design and research activities at the educational institution. What a manager needs to know What the project and research activities of students provide along with the traditional way of teaching How the role of the teacher and student in the educational process is changing How to teach how to supervise the work of students How to attract scientists and specialists from the scientific field to the school How the organization of the educational process of an educational institution is changing How success is assessed student's work

Development of design and research activities at the educational institution. What a teacher needs to know How to coordinate thematic plans for courses in subjects within which research or a project is carried out How to select educational projects or research that correspond to the specifics of the school How to prepare students to work on an educational project or research How to develop an educational project or research What forms of educational activities to use when carrying out a project or research

Stages of work on a project or research Preparatory (aimed at relieving the state of anxiety characteristic of schoolchildren in the process of their direct participation in a non-standard situation of extracurricular activities) Organizational (significant stimulation of independent activity of schoolchildren in searching for the necessary information, developing adequate self-esteem) Generalizing (involving high school students in a variety of personal activities) professional activities that are significant for them, activation of cognitive processes)

Stages of work on a project or research Search phase (development of the project activity situation, search for information, expansion of the number of resources) Strategic phase (difficulties associated with the development of an individual personal professional plan that allows for the implementation of professional intentions) Presentation phase (search for effective ways of self-presentation, self-realization, minimization neuropsychic stress in a situation of public speaking)

Criteria for the success of a project or research Degree of independence in carrying out various stages of work Practical use of knowledge Amount of new information used for implementation Degree of comprehension of the information used Level of complexity and degree of mastery of techniques Originality of ideas Level of organization and presentation Possession of reflection Creative approach in preparing visual objects Social and applied meaning of the results

DIFFERENCE BETWEEN PROJECT AND RESEARCH

In the traditional views of school teachers, inquiry-based learning is understood as a project method. Many teachers do not see the difference between research and design. Most of the difficulties are due, first of all, to a lack of understanding of the nature of both research and abstract, experimental and other creative works of students. The teacher, as the leader of the study, must himself be prepared and competent.

We will try to eliminate this gap in teachers’ competencies. So, first let's look at the definitions.

Research activity of students is the activity of students associated with the solution by students of a creative, research problem with a pre-UNKNOWN solution (as opposed to a workshop serving to illustrate certain laws of nature) and presupposing the presence of MAIN STAGES CHARACTERISTIC FOR RESEARCH in the scientific field, normalized based on traditions accepted in science: STATEMENT OF THE PROBLEM, STUDY OF THE THEORY DEDICATED TO THIS PROBLEM, SELECTION OF RESEARCH METHODS AND PRACTICAL MASTER OF THEM, COLLECTION OF OWN MATERIAL, ITS ANALYSIS AND GENERALIZATION, SCIENTIFIC COMMENTARY, OWN CONCLUSIONS. Any research, no matter in what field of natural sciences or humanities it is carried out, has a similar structure. Such a chain is an integral part of research activity, the norm for its conduct.

Project activity of students is a joint educational-cognitive, creative or gaming activity of students that has a COMMON GOAL, AGREED METHODS, METHODS OF ACTIVITY, DIRECTED TO ACHIEVE A COMMON RESULT OF THE ACTIVITY. An indispensable condition for project activity is the presence of PREVIOUSLY DEVELOPED IMPLICATIONS ABOUT THE FINAL PRODUCT OF THE ACTIVITY, DESIGN STAGES (DEVELOPMENT OF THE CONCEPT, DETERMINATION OF GOALS AND OBJECTIVES OF THE PROJECT, AVAILABLE AND OPTIMAL RESOURCES OF THE ACTIVITY, CREATION OF PLAN, PROGRAMS AND ORGANIZATION I ACTIVITIES FOR IMPLEMENTATION OF THE PROJECT) AND IMPLEMENTATION OF THE PROJECT, INCLUDING ITS REFLECTION AND REFLECTION OF ACTIVITY RESULTS.

Both definitions show that research and projects have there are common features. But this does not mean that they can be used as synonyms. Let us recall our discussions about pedagogical technologies: technology is such as long as all its stages are carried out. If the sequence of stages is missing or disrupted, the technology is destroyed and ceases to be such. So, let's try to highlight the common features of these DIFFERENT pedagogical technologies.

GENERAL CHARACTERISTICS INCLUDE:

socially significant goals and objectives of research and project activities: as a rule, the results of research, and especially project activities, have specific practical value and are intended for public use
the structure of project and research activities includes common components:

analysis of the relevance of these works;
goal setting, formulation of tasks to be solved;
selection of means and methods adequate to the goals set;
planning, determining the sequence and timing of work stages;
actually carrying out design work or scientific research;
registration of work results in accordance with the design of the project or research objectives;
presentation of work results in a form suitable for use;
carrying out project and research activities requires developers to have high competence in the chosen field, creative activity, composure, accuracy, dedication, and high motivation;
The results of project and research activities are not only their substantive results, but also the intellectual and personal development of schoolchildren, the growth of their competence in the field chosen for research or a project, the formation of the ability to collaborate in a team and the ability to work independently, and an understanding of the essence of creative research or project work.

THERE ARE SIGNIFICANT DIFFERENCES IN PROJECT AND RESEARCH ACTIVITIES:

Any project is aimed at obtaining a very specific result, intended by the developer - a product that has a certain system of properties, intended for a specific specific use. Whereas in the course of scientific research, as a rule, a search is organized in a certain area, and at the same time, at the initial stage, the direction of the research is only indicated, and perhaps individual (by no means all) characteristics of the results of the work are formulated.

The implementation of design work is preceded by an accurate speculative representation of the future product; the developer pre-designs the results of design work in mental terms and only after that begins the actual executive stage of the activity. The result of the project must be accurately correlated with all the characteristics formulated in its design. Whereas at the initial stages of research activity, only a hypothesis is formulated, that is, “a scientific assumption or assumption, the truth value of which is uncertain.” A scientific hypothesis is always put forward in the context of the development of a given area of scientific knowledge, to solve a specific problem; therefore, the formulation of a hypothesis is always associated with the formulation of a research problem. Awareness of a scientific problem and its formulation is a significant stage of research activity. So, the logic of constructing research activities requires, without fail, the formulation of a research problem, the formulation of a hypothesis (to solve this problem) and subsequent experimental or model verification of the put forward assumptions.

A significant feature of research activity, which significantly distinguishes it from project work, is that scientific research can lead to a variety of, sometimes unexpected, results - in the scientific community they say: “a negative result is also a result.” That is, the researcher often cannot predict all the exact characteristics of the result of his activities, and often does not know all the areas where the results of his work can find their practical application.

The project is aimed at practical application. In scientific research, practical significance is often very indirect; it is not the main thing - the research process itself is more important.

There cannot be different types of activities in research - this is a strictly scientific genre. A research paper must be written in a specific genre, and that genre is reasoning. Its composition may be structured differently among different researchers, but the stages of work will be repeated. In the project, everything will depend on the genre that the author is striving for. The article can be written in the genre, for example, of reporting, combining the research and design components of the project. Thus, in a project, as a single whole, very different areas of activity can harmoniously intertwine.

Let's compare the main stages of scientific research and design work.

Scientific research

Selecting a field of activity, proving the relevance of the planned work.

Project concept statement:

Preliminary description of the design work product.
Its suitability for future use.
Awareness of the problem existing in this scientific field.
Formulation of a hypothesis aimed at resolving this problem.

Statement of goals:

to fulfill the project intent (very specific)
to solve a scientific problem (high degree of freedom)

Interpretation of goals in the language of tasks:

obtaining a specific product of design work
comprehensive scientific study of the object of study

Selection of methodological tools

Basically, specific methods of subject areas, operations and techniques for obtaining specified properties of a product of project activity, etc.

Includes all methodological tools: general scientific methods, specific methods, various necessary operations of research activities

Carrying out design or research work

Implementation of design work in accordance with the plan, set goals and objectives, using the selected tools - obtaining a specific product of project activity.

Conducting scientific research aimed at solving an existing scientific problem, experimental testing of a put forward hypothesis, achieving research goals, solving problems that specify the goals of the research.

Assessing the compliance of all properties of the development product with the design of the project. Preparation of the resulting product for its further use: development of recommendations and instructions for use.

Clarification, analysis, processing of scientific research results. Preparation of research results for their subsequent presentation.

Checking the possibility of using the resulting product under specific conditions.

Discussion of the results of scientific research with competent persons.

Practical use of the resulting product.

Forecast of further development of scientific research in this area.

After such a comparison, it is clearly seen that the project and the research are DIFFERENT pedagogical technologies, they consist of different stages, different products of activity, etc.

RESEARCH ACTIVITY of a schoolchild - the activity of students to solve a creative, research problem with an UNKNOWN RESULT in advance; There are MAIN STAGES characteristic of research in the scientific field. THE MAIN RESULT OF RESEARCH ACTIVITY IS AN INTELLECTUAL PRODUCT THAT ESTABLISHES ONE OR ANOTHER TRUTH AS A RESULT OF THE RESEARCH PROCEDURE AND IS PRESENTED IN A STANDARD FORM. There are several such standards in science: abstract, scientific article, oral report, dissertation, monograph, popular article. Each standard defines the nature of the language, volume, and structure.

PROJECT, PROJECT ACTIVITY of students - joint educational, cognitive, creative or gaming activity of students, having a common goal, agreed upon methods of activity, AIMED AT ACHIEVEMENT OF A SPECIFIC COMMON RESULT OF THE ACTIVITY (PRODUCT). AN INDIVIDUAL CONDITION OF PROJECT ACTIVITY IS THE PRESENCE OF PREVIOUSLY DEVELOPED IMPLICATIONS ABOUT THE FINAL PRODUCT OF THE ACTIVITY. Its main value is accomplishment, transformation, therefore all means are subordinated to achieving results. AT DIFFERENT STAGES OF THE PROJECT, RESEARCH PROBLEMS NEED TO BE SOLVED IN ORDER FOR THE PROJECT TO BE REAL, BUT RESEARCH HERE PERFORMS PURELY SERVICING FUNCTIONS.

The main tasks of the researcher are to conscientiously and accurately conduct a scientific search, obtain reliable results, find a reasonable interpretation for them, and make them available to other specialists working in this field. In contrast to research activities, the result of design work is always precisely defined: it is difficult to imagine that a designer intended to produce a car, but instead produced a telephone...

The project aims to PRACTICAL USE. In scientific research PRACTICAL SIGNIFICANCE IS OFTEN HIGHLY INTERMEDIATE, it is not the main thing - the research process itself is more important.

IN RESEARCH CANNOT HAVE DIFFERENT TYPES OF ACTIVITIES - THIS IS STRICTLY A SCIENTIFIC GENRE. IN THE PROJECT, AS IN A SINGLE WHOLE, VERY DIFFERENT AREAS OF ACTIVITY CAN HARMONIOUSLY INTERLOCK.

1. By definition

Project- this is “a set of actions specially organized by the teacher and independently performed by children, culminating in the creation of a product consisting of an object of labor manufactured during the design process and its presentation within the framework of an oral or written presentation.”

Project– it is literally “thrown forward”, that is, a prototype, a prototype of some object, type of activity, and design turns into the process of creating a project.

Thus, the project creates something that does not yet exist; it always requires a different quality or shows the way to obtain it.

Study is understood primarily as a process of developing new knowledge, one of the types of human cognitive activity.

Fundamental difference research from design is that the study does not suggest creating some pre-planned object, even its model or prototype. Study- this is the process of searching for the unknown, new knowledge, one of the types of cognitive activity.

Research is the search for truth or the unknown, and design is the solution to a specific, clearly understood problem.

2. By purpose

Purpose of project activity– implementation of the design concept.

Purpose of research activity- understanding the essence of a phenomenon, truth, discovery of new patterns, etc.

Both types of activities, depending on the goal, can be subsystems of each other. That is, in the case of a project implementation, research will be one of the means, and, in the case of research, design can be one of the means.

3. Based on the presence of a hypothesis

Study involves putting forward hypotheses and theories, their experimental and theoretical testing.

Projects may be without research (creative, social, informational).

There may not always be a hypothesis in a project; there is no research in a project, there is no hypothesis.

4. By stages of research
Main stages of project activities:

Determining the topic of the project, searching and analyzing the problem, setting the goal of the project, choosing the name of the project;

Carrying out planned technological operations, making necessary changes;

Preparation and defense of presentation;

Analysis of the results of the project, assessment of the quality of the project.

Research stages:
Formulating the problem, justifying the relevance of the chosen topic.

Proposing a hypothesis.
Setting the goal and specific objectives of the study.
Definition of the object and subject of research.
Selection of methods and methodology for conducting research.
Description of the research process.
Discussion of the research results.
Formulation of conclusions and evaluation of the results obtained.

5. By product

Project- this is a plan, a plan, creativity according to a plan.

Design can be thought of as the sequential execution of a series of clearly defined, algorithmic steps to obtain a result.

Project activities always involves drawing up a clear plan for the research being carried out, requires a clear formulation and understanding of the problem being studied, the development of real hypotheses, their testing in accordance with a clear plan, etc.

Study– the process of developing new knowledge, true creativity.

Research is the search for truth, the unknown, new knowledge. At the same time, the researcher does not always know what the discovery made during the research will bring him.

Research activities initially should be free, not regulated by any external guidelines, it is more flexible, there is much more room for improvisation.

When organizing any activity, it is necessary to take into account the age characteristics of schoolchildren and create conditions for their development.

Materials from the master class “Methodology for organizing project activities”, I.A. Kugut, were used.