The hypothesis must be Research hypothesis

Sections: General pedagogical technologies

Teaching schoolchildren with special knowledge, as well as developing their general skills and abilities necessary in research search, is one of the main practical tasks of modern education.
General research skills and abilities are: the ability to see problems; to ask questions; put forward hypotheses; define concepts; classify; skills and abilities of observation; conducting experiments; ability to draw conclusions and conclusions; skills and abilities of structuring the material; work with text; the ability to prove and defend their ideas.
The logic of each study is specific. The researcher proceeds from the nature of the problem, the goals and objectives of the work, the specific material that he has, the level of research equipment and his capabilities. Let us turn to the main categories of research work and analyze an approximate algorithm for developing research programs.

Problem research as a category offers a study of the unknown in science, what is to be discovered, proved, studied from new positions. A problem is a difficulty, an uncertainty. To eliminate the problem, actions are required, first of all, these are actions aimed at investigating everything that is connected with this problem situation. Finding problems is hard work. Finding a problem is often harder and more instructive than solving it. In carrying out this part of the research work with the child, one should be flexible and should not necessarily demand a clear understanding and formulation of the problem, a clear designation of the goal. Its general, approximate characteristics are quite enough.
The ability to see problems is an integral property that characterizes human thinking.
One of the most important properties in identifying problems is the ability to change one's own point of view, to look at the object of study from different angles. After all, if you look at the same object from different points of view, you will definitely see something that eludes the traditional view and is often not noticed by others.

Topic reflects the problem in its characteristic features. A successful, semantically accurate formulation of the topic clarifies the problem, outlines the scope of the study, concretizes the main idea, thereby creating the prerequisites for the success of the work as a whole.

Theme Selection Rules

• The topic should be interesting to the child, should captivate him.
• The topic should be feasible, its solution should bring real benefit to the participants in the study.
• The theme should be original, it needs an element of surprise, unusualness.
• The topic should be such that the work can be done relatively quickly.
• When helping a student choose a topic, try to keep yourself close to the area in which you yourself feel gifted.
• The teacher must also feel like a researcher.

When starting to work on a topic, it is very important to have a plan for it, at least in the most general form. It will help the student to find, collect, accumulate primary sources on the topic. With the study and initial acquaintance with the literature, the adopted plan will certainly change. However, an indicative plan will provide an opportunity to link a variety of information into a single whole. Therefore, such a plan should be drawn up as early as possible, and the help of the work manager is indispensable in its preparation.

Relevance the chosen topic justifies the need for research.
An object research is an area within which the totality of connections, relationships and properties is being studied as a source of information necessary for the researcher.
Subject research is more specific and includes only those connections and relationships that are subject to direct study in this work, it sets the boundaries of scientific research in each object. The subject is always studied within the framework of some object.
In order not to deviate from the chosen topic, it is necessary to clearly and accurately imagine the purpose and objectives of the study. Their definition will allow the student to more economically and more purposefully collect material and process it.

Target is formulated briefly and extremely precisely, in a semantic sense expressing the main thing that the researcher intends to do. As a rule, the goal begins with verbs: “find out”, “reveal”, “form”, “justify”, “conduct”, etc.

The goal is specified and developed in research objectives. The tasks designate a set of problems that need to be solved during the experiment. Tasks can reflect a certain step-by-step approach to achieving the goal, a sequence of actions. Solving the problem allows you to go through a certain stage of the study. The formulation of the tasks is closely related to the structure of the study, and separate tasks can be set both for the theoretical (review of the literature on the problem) and for the experimental part of the study. Tasks determine the content of the study and the structure of the text of the work.

Research hypothesis- this is a detailed assumption that sets out in detail the model, methodology, system of measures, that is, the technology of that innovation, as a result of which the goal of the study is expected to be achieved. There may be several hypotheses - some of them are confirmed, some are not. As a rule, the hypothesis is formulated in the form of a complex sentence (“If ..., then ...” or “The more ..., the more ...”). When making assumptions, words are usually used: maybe, suppose, suppose, perhaps, that if, probably. During the experiment, the hypothesis is refined, supplemented, developed or rejected.
A hypothesis is a foundation, an assumption, a judgment about the regular connection of phenomena. Children often express a variety of hypotheses about what they see, hear, feel. Many interesting hypotheses are born as a result of attempts to find answers to their own questions. A hypothesis is a prediction of events. Initially, the hypothesis is neither true nor false - it is simply not defined. As soon as it is confirmed, how it becomes a theory, if it is refuted, it also ceases to exist, turning from a hypothesis into a false assumption.
The first thing that makes a hypothesis come into being is a problem. Methods for testing hypotheses are usually divided into two large groups: theoretical and empirical. The former involve relying on logic and analysis of other theories (available knowledge), within which this hypothesis was put forward. Empirical methods for testing hypotheses involve observation and experimentation.

Building hypotheses is the basis of research, creative thinking. Hypotheses allow you to discover and then evaluate their probability in the course of theoretical analysis, mental or real experiments. Thus, hypotheses provide an opportunity to see the problem in a different light, look at the situation from the other side.
The choice of specific methods and methods of research is determined, first of all, by the nature of the object of study, the subject, purpose and objectives of the study. Methodology- this is a set of techniques, research methods, the order of their application and the type of interpretation of the results obtained with their help. In other words, scientific research methods are a way of studying objects of research.
Scientific research methods:
1. Methods aimed at the theoretical study of the problem, for example, the study of literary sources, written, archival materials;
2. Methods that provide practical results of the study of the problem: observation, conversation, questioning.
Research methods provide greater accuracy and depth of study of the chosen problem, provide a solution to the tasks set in the work.
A necessary component of the program is the establishment of the timing of the study. The terms should be sufficient to check the reproducibility, reliability and stability of the results, their discussion and testing.

Main stages of the study:

• The first stage - preparatory - includes the selection of a problem and topic, the definition and preparation of an object and subject, the development of goals and objectives, research hypotheses, the preparation of tools, the training of research participants, the choice of methods and the development of a research methodology.
• The second stage - designing (staging, creating) - contains the study itself (it can also be broken down into stages).
• The third stage is corrective: it is the formulation of preliminary conclusions, their testing and clarification.
• The fourth stage is control.
• Fifth - final - summing up and presenting the results.

The tasks, terms and plan of the study should correspond to the object, subject and purpose chosen for the study.

Equally important is the ability to present the results of your research to the public, here are several models for defending research work:
I. “Classic”.
The oral presentation focuses on the fundamental questions:
1. research topic and its relevance;
2. the range of sources used and the main scientific approaches to the problem;
3. novelty of the work (study of little-known sources, movement of a new version, new approaches to solving problems, etc.);
4. main conclusions on the content of the abstract.
II. “Individual”.
Personal aspects of work on the abstract are revealed:
1. justification for the choice of the topic of the abstract;
2. ways of working on the abstract;
3. original finds, own opinions, interesting points;
4. personal significance of the work done;
5. Prospects for continuing the study.
III "Creative" protection means:
1. design of a stand with documentary and illustrative material on the research topic, their commentary;
2. demonstration of slides, video recordings, listening to audio recordings prepared during the abstracting process;
3. bright, original presentation of a fragment of the main part of the abstract, etc.

Criteria for evaluating the research work of students, as well as a memo for young researchers are presented in Appendix No. 1.2

Human life is a movement along the path of knowledge. Each step enriches us if, thanks to a new experience, we begin to see what we did not notice and did not understand before. But questions to the world are, first of all, questions to oneself. It is important that in the process of organizing the research activity of students, the situation of predetermined uncertainty is preserved, due to which the whole system of interaction between the participants in the educational process begins to line up in a completely special way.

Despite its modest volume (no more than a paragraph), the development of this element is very important, since it is the backbone of the entire study, its driving force. A term paper or a thesis is created in order to confirm or refute the formulated hypothesis during the research process.

Thesis Research Hypothesis- this is its predicted result, an assumption, the reliability of which is verified empirically in the course of work. For the sake of confirming or refuting it, you choose, perform theoretical and practical research, and formalize your work. In or coursework, you evaluate whether the hypothesis put forward is true. If so, then it will become a theory that you have proven with your work. If not, it is rejected, because refutation is also a valuable conclusion.

By and large, it is customary to put forward 2 research hypotheses that contradict each other. In the future, you will agree with the first, and reject the second as erroneous.

Even at the stage of searching for supporting material, the hypothesis should already be in your head, but it is recommended to finalize it at the end of the main part, when the theoretical and practical sections are written. Indeed, in the process of preparing a scientific work, for example, with, you will carefully study, move towards the intended goal, carefully analyze the sources used and be able to better navigate in the chosen field of research. Even if you have absolutely no thoughts about the hypothesis, feel free to start writing the paper. You yourself will not notice how the desired hypothesis itself will be in your mind.

It is important to remember that in a process or a thesis, a hypothesis is not a stone sculpture, not a constant. During the preparation of the practical section, you will carry out various empirical studies, during which the proposed hypotheses may change. For example, if you started with the goal of proving or disproving the idea that the sausages of a certain company are significantly superior in quality to all their competitors, then as a result of data analysis, you may find some secret ingredient, for the sake of studying which the hypothesis will have to be rephrased, shifting the focus of the study.

It turns out that the hypothesis is not created out of thin air, but is based on a variety of guesses that have long been expressed, but have not been officially formalized. You just need to choose one or another assumption, bring a rationale for it and competently translate it into words. This is how hypotheses are born.

Formulation of the research hypothesis

The following tips will help you to correctly and beautifully outline the hypothesis.

• The hypothesis usually concerns the object or subject of research, therefore it is in direct connection with these sections. Also, it is significantly influenced by the goal, objectives and problems.
• It is important to formulate the hypothesis correctly, without passing off obvious things known to everyone as it. Refrain from controversial or vague concepts, make sure that the hypothesis can be tested by various methods, including analysis, synthesis, comparison, etc.
• Rely on the keywords of the topic, object and purpose of your scientific work. Since these sections are in direct logical connection, their wording is the same.
• Be sure to use speech turns that would emphasize the subjectivity of the idea put forward. For example, start with the phrase "should be expected...", "You can assume that..." or "it is assumed that…". If you have enough courage, clearly write that the hypothesis belongs to you, starting with the phrase: "I think" or "I believe".

Signs of a correct hypothesis

The points below will help you check how correctly you have chosen and formulated a hypothesis.

• Strong logical connection with the topic, purpose, objectives and problems of the study.
• The absence of a sharp contradiction between the research already done on your topic and your conclusion.
• Openness to verification by various research methods.
• Competent wording without logical conflicts and speech errors.
• Maintaining a balance between high flight of thought and banal facts

An example of highlighting a research hypothesis in a thesis

Hypothesis Examples

So, how is the hypothesis correctly formulated in the course work? Examples from different fields of science will lead you to the right thoughts.

The direction of the course work: business, entrepreneurship.

Topic: Motivation of the employees of the organization.

Hypothesis: It can be assumed that the motivation of employees is closely related to their awareness of their own success in the workplace, as well as the expectation of immediate encouragement.

Direction: Production management.

Topic: Document flow in the organization.

Hypothesis. It should be expected that with a deeper introduction of the latest computer technologies in a company, the level of organization of its document flow will increase significantly while bringing the number of losses of important documents to zero.

Direction: Pedagogy.

Topic: Increasing the curiosity of children of primary school age.

Hypothesis: It can be expected that the level of curiosity of younger students will increase with proper motivation on the part of the teaching staff and an increase in the interest of the teachers themselves in the educational process.

Working with a hypothesis

From to the hypothesis will relentlessly guide the course of your scientific work. In the first section of the main part, you will prove or reject hypotheses based on the facts collected. Analyze them, accompany with your own opinion. The second section incorporates the results of your experiments and studies, the calculations performed.

All interaction with the hypothesis is divided into the following stages.

1. Origin. Revealing facts and assumptions that do not fit into any known theory on your topic. These conclusions should cause heated debate in society and urgently require explanation, proof or refutation.
2. Formulation based on these inferences.
3. Theoretical study. Search for opinions related to the hypothesis in different sources. Comparison of expressed ideas with own ideas, their analysis and citation.
4. Practical research. Implementation of thematic experiments related to the hypothesis. Analysis of the obtained results. Performing calculations, preparing all kinds of final charts and graphs.
5. Comparison of the obtained research results with the hypothesis, its subsequent refutation or confirmation.

Do not forget to touch on the hypothesis in the conclusion, share your opinion on how true it is, whether it can become a theory and become widespread in public opinion. Perhaps you will put forward and prove such a hypothesis, which will become a turning point in the development of your field of knowledge.

PURPOSE, OBJECTIVES AND HYPOTHESIS OF THE RESEARCH

Purpose of the study - this is the scientific result that should be obtained as a result of the entire study.

It should be noted that some scientists recommend placing the goal of the study after the research problem, that is, before the object and subject, and some after the object and subject. Here the choice is up to the supervisor.

Some students make such a gross methodological mistake - instead of the goal of the entire study, they formulate the goal of only a pedagogical experiment, thereby the goal, which is inherently wider than the task, becomes narrower than the formulated tasks, and sometimes even one task. The goal should cover all tasks in its scope.

It is usually recommended to start the formulation of the goal with a perfective verb in an indefinite form: to identify, justify, develop, define, etc. and theoretically substantiate the features of monitoring the level of students' achievements as a component of developmental education.

After determining the object, subject and purpose of the study, its hypothesis is put forward. Hypothesis - this is an assumption put forward to explain a phenomenon that has not been confirmed or refuted. A hypothesis is a proposed solution to a problem. It determines the main direction of scientific research and is the main methodological tool that organizes the entire research process.

There are two main requirements for a scientific hypothesis:

The hypothesis should not contain concepts that are not specified;

It should be verifiable using available techniques.

When formulating a hypothesis, the researcher must make an assumption about how, under what conditions, the research problem and the goal will be successfully implemented.

What does it mean to test a hypothesis? This means checking the consequences that follow logically from it. As a result of testing, the hypothesis is confirmed or refuted.

A hypothesis is necessarily put forward in studies involving a pedagogical experiment aimed at confirming the hypothesis. In studies on the history of pedagogy, as a rule, a hypothesis is not provided.

Let us give an example of formulating a hypothesis on the above topic: “Control as a component of a developmental system will ensure the development of schoolchildren if:

Stimulates and promotes unity in achieving educational, nurturing and developmental learning goals;

In unity, it takes into account the process and the result of the activity;

Determines the dynamics of student advancement;

Promotes self-development of students.

The formulated goal and hypothesis of the study determine the objectives of the study, i.e., the tasks follow not only from the goal, but also from the hypothesis. Research objectives - these are the research actions that must be performed to achieve the goal set in the work, solve the problem, or to test the formulated research hypothesis. As a rule, there are three groups of tasks that are associated with:

1) identification of essential features and criteria of the phenomenon or process under study;

2) substantiation of ways to solve the problem;

3) the formulation of the leading conditions for ensuring an effective solution to the problem.

The sequence of solving research problems determines its structure, i.e., each problem must find its solution in one of the paragraphs of the work. In the process of developing a system of tasks, it is necessary to determine which of them require mainly the study of literature, which require modernization, generalization or combination of existing approaches, and, finally, which of them are problematic and need to be solved in this particular study.

For example, the following research objectives could be formulated:

1) on the basis of the analysis of psychological and pedagogical literature, highlight the conceptual and categorical apparatus of research and systematize the definitions of these concepts given by scientists;

2) to identify the main approaches, points of view of scientists to solving the problem posed (or the state of development in the studied literature of the problem posed);

3) to study the state of solving the problem posed in the practice of teaching (to study the experience of teachers in solving the problem).

If the study involves the conduct of an experiment, then the following tasks must be added to the listed tasks:

1) to develop an organizational and pedagogical system (or didactic model, or methodology) of formation ...;

2) experimentally check its effectiveness.

Objectives should be interrelated and should reflect the overall path to achieve the goal. There are no unified requirements and algorithms for formulating research objectives. It is possible to outline only general guidelines for their determination.

One of the tasks may be related to the characteristics of the subject of research, to identifying the essence of the problem, the theoretical substantiation of ways to solve it. Here are some examples of a possible formulation of the first problem:

Conduct an analysis of theoretical approaches to the problem ...;

Analyze the psychological literature on the problem ...;

To reveal and concretize the essence of the concept "….".

The second task is aimed at revealing the general ways of solving the problem, at analyzing the conditions for its solution. For example:

Carry out diagnostics ...;

Explore the features...

Reveal the relationship ...;

Develop a program to...

Research should distinguish between purpose and result. As noted, the goal is what is supposed to be obtained during the study. And the result is what you actually got. The method answers the question of how we got it. The research methodology explains on which subjects, with the help of which methods, under what conditions a given result was achieved.

Reminder for working on a research project.

Dear friend! You are surrounded by an amazing world that fascinates, attracts with its secrets. You can comprehend the secrets of this world, make amazing discoveries for yourself. This will help you research activities.

Research activity is an activity related to the search for an answer to a creative problem with an unknown solution in advance and assuming the existence of the main stages characteristic of scientific research.

What is a research project?

A research project is an independent research activity of students to solve a specific problem, carried out with the help of adults.

What is required to write a research project?

For this you need:

1. Choose a topic for research.

To choose the right topic for the project, you need to answer the question “What am I interested in?”

2. Correctly formulate the theme of the project.

The topic is the beginning of the student's scientific work.

For the correct formulation of the topic, follow a number of rules:

the research topic is formulated in the form of one denominative sentence;

the topic reflects the object and subject of research;

the research topic may reflect the research problem;

the number of words in the topic from 5 - 12;

a period is placed at the end of the topic.

3. Determine the purpose and objectives of the project.

The purpose of the research work is the end result that the researcher achieves.

To formulate the purpose of the study, you can use templates:

define…;

compose….;

reveal...;

install...;

substantiate...;

clarify...;

develop...

Research objectives are the path(s) leading to the achievement of the goal. They specify the purpose, describe the work. The optimal number of tasks is 3 - 5.

4. Formulate a project hypothesis.

A hypothesis is an assumption put forward to explain a phenomenon that has not been confirmed or refuted. A hypothesis is a scientific assumption that gives an explanation of any facts, phenomena and processes that must be confirmed or refuted.

The hypothesis must satisfy a number of requirements:

be verifiable;

Contain an assumption;

Be logically consistent;

Match the facts.

Templates can be used to formulate hypotheses

1. Something affects something if...

2. It is assumed that the formation of something becomes effective under any conditions.

3. Something will be successful if...

4. It is assumed that the use of something will increase the level of something.

Remember! One study, one hypothesis.

5. Choose research methods.

A method is a way to achieve a goal.

When carrying out a research project, empirical and theoretical methods are more often used.

Empirical methods of knowledge:

observation - purposeful perception of phenomena without interference in them;

experiment - the study of phenomena under controlled and controlled conditions;

measurement - determination of the ratio of the measured value to the standard (for example, a meter);

comparison - revealing the similarities or differences of objects or their features.

Theoretical methods of knowledge:

analysis - the process of mental or real dismemberment of an object, phenomenon into parts (signs, properties, relationships);

synthesis - the connection of the sides of the subject identified during the analysis into a single whole;

classification - combining various objects into groups based on common characteristics (classification of animals, plants, etc.);

abstraction - a distraction in the process of cognition from some properties of an object with the aim of in-depth study of one specific side of it (the result of abstraction is abstract concepts such as color, curvature, beauty, etc.);

formalization - displaying knowledge in a sign, symbolic form (in mathematical formulas, chemical symbols, etc.);

analogy - a conclusion about the similarity of objects in a certain respect based on their similarity in a number of other respects;

modeling - creation and study of a substitute (model) of an object (for example, computer modeling of the human genome);

idealization - the creation of concepts for objects that do not exist in reality, but have a prototype in it (geometric point, ball, ideal gas);

deduction - movement from the general to the particular;

induction - movement from particular (facts) to a general statement.

Attention! The selection of methods is made with the obligatory guidance of the teacher.

6. Determine the subject and object of research.

An object is a real-life organism, a phenomenon, an object.

Subject of study - features of the object that will be investigated in the work.

Example Object - water Subject - chemical qualities of water

Object - air Subject - air microflora

7. Draw up a research plan.

The study plan includes all the main parts.

8. Make a list of necessary literature.

The list of literature is compiled jointly with the project leader.

9. Working with information.

Information processing goes through several stages.

For this it is necessary

A) select the necessary literature on the topic of the project together with the leader

B) work with literary sources

Separate statements, quotations, digital data should have references: author, title of the work, publisher, year and place of publication, pages. Before starting to work on a source, it is necessary to make a bibliographic description at the top of the sheet, indicate the section of the plan on the research topic to which the extract relates, and then abstract the literary source.

C) systematization and analysis of the information obtained from literary sources.

10. Write a research project, in accordance with the plan and requirements.

paper format - A 4;

paper color - white;

the color of the main text is black;

color of headings, highlights, charts, pictures, etc. - arbitrary;

font - Times New Roman size 14 pt;

line spacing - single;

margins: left - 25 mm, right - 15 mm, top - 15 mm, bottom - 15 mm;

alignment - according to the width of the page;

pages should be numbered.

11. Design the project in accordance with the requirements

Title page:

name of educational institution

project topic without quotes

under the topic, indicate the type of work and the name of the science in which the study was conducted

information about the supervisor.

Content.

The sections of the project are listed.

The content can be arranged in the form of a numbered list or just the title of the sections. Be sure to include page numbers.

Remember that the page number is not put on the title page.

Introduction.

relevance

problem

object and subject of research

topic

purpose and objectives of the study

hypothesis

methods

novelty and theoretical basis.

Main part- the main content of the project.

This part details the results obtained, which are illustrated using tables, figures, graphs, diagrams, photographs, etc.

Table design. The table, which occupies no more than 1/3 of the page, is placed directly in the text. Volumetric tables are placed in the Appendix, and in the text indicate a link to the Appendix. All tables have a name and a number (if there is more than one; the number icon is not placed before the number).

Design of drawings, graphs, diagrams. Must have a title. Diagrams, graphs, diagrams must be numbered (diagrams - separately, graphs - separately, drawings - separately).

When drawing up schemes, symbols and their decoding are indicated.

When designing graphs, diagrams, sign the name of the axes and indicate the division value of each axis.

Project material can be illustrated photographs. They also need to be numbered and they must have a name. If the photo does not belong to the author of the project, then the author of this photo must be indicated.

All visual material is located in the course of presentation of theoretical material. If drawings, graphs, charts, diagrams are voluminous, then it is better to place them at the end of the research work, in the Appendix.

Conclusion.

We sum up the general results of the work.

Bibliography.

Specify sources of information. They can be in Russian and foreign languages. Sources of information should be up-to-date. In the list, sources are arranged in alphabetical order, numbered. At the beginning we write down books, then articles, websites, and at the end of the list - sources in a foreign language.

In the list of books, indicate the author, title of the book, year of publication, publisher, number of pages. If the source of information is a journal, then first write the author of the article, then the title of the article, the name of the journal, the year of publication, the number of the journal and the page on which the article is located.

Application(optional part).

Hypothesis is a scientific assumption, an assumption whose true value is uncertain.

The main methods of testing (confirmation, proof) of the hypothesis:

1) based on the information received from certain sources, analysis of existing knowledge, logic;

2) based on experiments, observations, questionnaires, etc.

Hypotheses are:

a) descriptive (the existence of a phenomenon is assumed);

b) explanatory (revealing its causes);

c) descriptive and explanatory.

A scientific hypothesis is subject to the following specific requirements:

It should not include too many provisions. As a rule, one main, rarely more for special special needs;

It cannot include concepts and categories that are not unambiguous, not clarified by the researcher himself;

When formulating a hypothesis, value judgments should be avoided; the hypothesis should correspond to the facts, be testable and applicable to a wide range of phenomena;

It requires impeccable stylistic design, logical simplicity, continuity.

Examples

We assume that in the representations of older preschoolers, external characteristics, rather than internal qualities, are predominant in the image of a woman; the dominating sphere is professional.

An example of a hypothesis in a work of a theoretical nature

The hypothesis lies in the assumption that the influence of Byzantium on the culture of Kievan Rus, unlike other countries, was not so dominant, which made it possible to enrich the culture of the people with a special originality, originality and uniqueness.

An example of a hypothesis in a work that has an empirical part

The hypothesis of the study is the assumption that the cohesion of the senior school team is affected by the quantitative ratio of male and female. At the same time, the dominant number of boys determines that the group of adolescents has a higher percentage of cohesion.

Drafting a research plan

The plan is a certain order of sections / chapters, subsections / paragraphs that will be presented in the work. A correctly drawn up plan contributes to a better organization of the researcher's independent activities, helps to systematize the material, and ensure the consistency of its presentation.

As a rule, the points of the plan correspond to the objectives of the study.

Example