Mokslinių tyrimų paskirtis aukštojoje mokykloje
| Date |
|---|
2001 |
Studijų ir mokslinių tyrimų integracija yra vienas iš pagrindinių studentų intelektualinio lavinimo ir mokslinimo aukštojoje mokykloje principų. Moksliniai tyrimai įgauna ne tik paţintinę, aktyvaus tiesos ieškojimo, bet ir edukacinę prasmę. Jie naudojami nestandartiniam kritiniam, kūrybiniam mąstymui, intelekto liberalizacijos intelektualaus jaunimo elitui ugdyti. Straipsnyje aptariama, kaip mokslininkai pedagogai gali perduoti studentams ne tik ţi-nias, bet ir savo patyrimą kuriant, sisteminant ir apibendrinant naujas ţinias, įtraukiant juos į kolektyvinius mokslinius tyrimus, individualiai jiems vadovaujant. Straipsnyje nagrinėjama pasaulinės universitetų plėtros tendencijos, uţsienio ir mūsų šalies edukologų metodologinės nuostatos, kurios suteikia galimybę numatyti tinkamiausias mūsų šalies universitetų plėtros kryptis, išaiškinti pagrindinius studijų proceso organizavimo orientyrus, aptarti mokslinių tyrimų reikšmę ir paskirtį aukštojoje mokykloje. Straipsnyje aptariamos idėjos ir kryptys, siūlančios, kaip geriau parengti studentus dalyvauti moksliniuose tyrimuose. Straipsnio autoriaus tyrimai rodo, jog studentai ir dokto-rantai siekia mokslinio darbo metodologinių ir metodikos ţinių, nori įvaldyti aktyvius studijų procese naudojamus mokymo metodus. Didesnė studentų (53,5 proc.) dalis pageidauja, kad seminarai būtų organizuojami pasitelkus metodus, kuriuos taikant būtų diskutuojama, apta-riamos problemos. Baigiamuosius ir kitus mokslinius darbus rašantys ir moksliniuose tyri-muose dalyvaujantys studentai nėra tam pakankamai parengti dėl maţo valandų, skirtų mokslinio darbo pagrindams įvaldyti, skaičiaus.
It is widely acknowledged that research in higher education fulfills a double function. First, it is a reliable means to the true knowledge for its own sake. Secondly, it is an effective instrument used for educational purposes. Moreover, any serious kind of university education is based on research which liberates, shapes and extends students‟ intellectual capacities by helping to develop a higher level of thinking related with the skills of critical and creative thought. Therefore integration of studies and research is highly appreciated as one of the main principles that guides academic practice in higher education institutions. But how things are in reality? How do students find the research to be usefull for their learning? How is research applied for the purposes of education in university day to day life? What methods of teaching are worth to be used by scholars in order to help students to attain the higher level of thinking? These are the very issues that any university teacher is concerned with. So the article „Using research for educational purposes in higher education“ tries to describe and analyse the results that were obtained by scientific literature review as well as survey research carried out in Law university of Lithuania. Some of the conclusions that the article offers are following: 1. There can be observed three levels that explain developments of integration between studies and research in higher education: 1) progressive – taking the direction of „know what should be‟ while teaching and learning is based on modern technologies of research and education; 2) identical – taking the direction of „know what is going on‟ while teaching and learning is based on contemporary technologies of research and education; 3) traditional – taking the direction of „know what used to be‟ while teaching and learning is based on the past technologies of research and education. 2. In spite of that the majority of undergraduate, graduate and postgraduate students are interested in general and modern knowledge related with research methodology and procedures. In particular it is true about the students who write final papers, theses or dissertations. They find that more and better formal as well as informal instruction on how to carry out research would be especially helpful for students‟ efforts to form their own ideas. Students would like teachers to use teaching methods which encourage independent learning as well. On the other hand the bigger part (53,5 per cent) of students would prefer seminars being organized in the modes of problem solving as well as rational discussion. 3. By trying to interfere effectively in learning processes with research university teachers should pay more attention to students‟ educational needs. In particular to the need for better instruction in this way that is understood by students. Students‟ preferences for teaching methods and modes that encourage their independent learning should also be bared in mind.