Studentų tyriminių kompetencijų plėtojimas rengiant mokslo dirbtuvių projektus

LTStraipsnyje aptariamas tyriminės kompetencijos sąvokos sudėtingumas ir įvairialypiškumas, priklausantis nuo jos vartojimo konteksto, autorių metodologinių nuostatų, kompetencijų ugdymo poreikių ir kitų faktorių. Pristatomas tyriminių kompetencijų plėtojimo aktualumas ir galimybės vykdant bendruomeninius tyrimus bei kompetencijų tyrimo metu Mokslo dirbtuvių dalyvių išskirtos spekuliatyviai išmąstytos, subjektyviai patirtinės bei patirtinės praktinėje veikloje tyriminės kompetencijos. Įvardijamas studentų tyriminių kompetencijų plėtojimo kryptingumas Mokslo dirbtuvėse Vilniaus technologijų ir dizaino kolegijos Statybos fakultete. [Iš leidinio]Reikšminiai žodžiai: Tyriminės kompetencijos; Kompetencijų plėtojimas; Bendruomeniniai tyrimai. Keywords: Research competencies; Competencies development; Community-; Based research.

ENThe article presents aspects of the development of students‘ research competencies, analyzes how the targeted preparation of Science Shop projects develops the students‘ research competencies required for community-based research. To achieve the aims, an analysis of the content of the documents and a quantitative study were performed at the Faculty of Civil Engineering of Vilnius College of Technology and Design (questionnaire-diagnostic survey of Science Shop participants using a pre-prepared questionnaire-card). The complexity and diversity of the concept of research competence depend on the context in which it is used, on the authors‘ methodological attitudes, on competence development needs, strategies, contextual criteria, experience and other factors. Research competence (fundamental or applied) can be perceived as a set of competencies or a component of general, transferable and other competencies, as a characteristic of a person, expressed in preparation for research activities, ability or skill to conduct research, etc. Due to the still prevailing different concepts of research competencies, as well as to different approaches to their development and variety of methodologies, many unexplored questions in the field of research of these competencies still exist. One such problematic issue is how focused is the develop students‘ research competencies required for community-based research. While foreign authors usually analyze research competencies in variety of aspects, Lithuanian researchers mainly focus on general or transferable competencies. As a rule, these studies are carried out by Lithuanian higher education institutions, individual researchers, the Government Strategic Analysis Center, etc. For the most part, research competencies in the context of Science Shop have received little attention among Lithuanian scientistics.The need to develop research competencies is evident not only in the analysis of student employment indicators, but also in the competencies that are important for the future employee in 2030. Students‘ research competencies are usually developed by updating study programs, integrating individual study cources, developing project activities and creating conditions for students to develop research competencies through practical research activities. One of the most effective tools for the development of research competencies is a project-based, problem-solving approach, the principles of which are integrated into the Science Shop. Under the guidance of researchers, students conduct independent, free research for clients/partners to address societal issues through responsible research. The study revealed that for students and clients/partners, among the most important components of research competencies was teamwork skills and the ability to communicate and collaborate, the ability to act in real circumstances, the ability to find, select and properly use the necessary information using data, research databases and other sources of information, to plann and organize, develop strategies. The change in the development of students‘ research competencies, as shown by the results of the research, during the Science Shop was 6.22 percent. Majority of the students indicated that they had developed the ability to apply scientific knowledge in research projects and involve all stakeholders in research activities, they were able to analyze, to structure, to systematize, as well as relate the results to the main research goal, apply research skills, admitted having gained new useful experience. Consequently, it can be argued that Science Shop provides opportunities for the development of students‘ research competencies. [From the publication]