- Мороз, Петро Володимирович (orcid.org/0000-0002-6776-9186) and Мороз, Ірина Володимирівна (orcid.org/0000-0002-7076-1038) (2025) Eculiarities of designing research-based tasks in history for basic secondary school students Проблеми сучасного підручника (34). pp. 197-217. ISSN 2411-1309
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Abstract
The article is devoted to the justification of the theoretical and methodological principles of constructing research-based tasks in history for students of basic school (grades 5–9). The authors consider research-based tasks as a specially designed educational situation that effectively initiates and stimulates students’ cognitive activity by involving students in independently solving a certain educational problem. It is emphasized that the use of such tasks in the educational process allows students to go beyond the traditional reproductive assimilation of facts, encourages them to in-depth analysis of historical sources, compare different interpretations of past events and independently formulate reasoned conclusions based on the research. As part of the study, the authors proposed and described in detail a five-component structure of a research-based task, which includes successive stages: a clear statement of the problem that stimulates cognitive interest; selection and processing of various sources of information adapted to the age characteristics of students; development of an algorithm of actions that structures the research process, but leaves room for creative search; creation of a specific educational product as a result of the activity; and a mandatory stage of reflection and evaluation, which provides feedback. According to the authors, such an integrated structure is fully consistent with the logic of scientific knowledge, takes into account the psychological and pedagogical characteristics of basic school students and effectively contributes to the development of their key competencies. Methodological principles for developing research-based tasks are determined, including: compliance with the curriculum and the purpose of the lesson; specificity of formulation; didactic expediency and feasibility for students; problematic nature; stimulation of cognitive activity; variability of forms of organizing educational activities; clear evaluation criteria. The article distinguishes the concepts of " research-based task" and "educational and research-based task", and argues the feasibility of a differentiated approach to their application in the educational process. It is noted that such differentiation provides flexibility of the educational process and allows teachers to systematically develop students’ research competence through various forms of educational activity, in particular practical classes and project activities. According to the authors, the prospects for further research are associated with the need for in-depth scientific understanding of the aspects of the classification of educational and research-based tasks and the development of a methodology for their effective implementation in the educational process.
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