The Educational Environment of an Interactive Science Museum as a Means of Forming Research Competence in Basic Secondary Education Students

- Савченко, Ярослав Володимирович (orcid.org/0000-0001-5790-6629) (2025) The Educational Environment of an Interactive Science Museum as a Means of Forming Research Competence in Basic Secondary Education Students Masters thesis, Інститут обдарованої дитини.

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Abstract

Savchenko Y. The Educational Environment of an Interactive Science Museum as a Means of Forming Research Competence in Basic Secondary Education Students – Qualifying scientific work (manuscript). Dissertation for the degree of Doctor of Philosophy in the specialty 011 “Educational, Pedagogical Sciences” (01 – Education / Pedagogy). – Institute of Gifted Child of the National Academy of Educational Sciences of Ukraine, Kyiv, 2025. Object of the Research: The educational environment of an interactive science museum. Subject of the Research: The formation and development of research competence in basic secondary education students. Purpose of the Research: To theoretically substantiate and empirically evaluate the effectiveness of the educational environment of an interactive science museum in forming and developing research competence in basic secondary education students. Theoretical Novelty of the Research Results For the first time: - Theoretical foundations of ISM educational environments have been defined based on constructivism, connectivism, and sociocultural theory. - The definition of an “interactive science museum” has been formulated as a dynamic, multimodal, and inclusive non-formal educational environment that integrates scientific concepts, modern technologies, and interactive teaching methods. Through practical experience, inquiry-based activities, and socialized learning processes, it enhances the assimilation of scientific knowledge, popularization of science, and formation of a sustained interest in STEM professions among visitors. - A component model of research competence for basic secondary education students has been developed, including cognitive, procedural, methodological, communicative, and value-motivational components. - A structural analysis of the ISM educational environment, within the context of the STEM-oriented approach, has been conducted, allowing for the identification of its key components — spatial-material, educational-technological, and social-personal — delineated at the micro, meso, and macro levels. Based on this analysis, a conceptual mechanism has been proposed to explain their impact on development of research competence in basic secondary education students. For the first time: • A methodology for empirical research aimed at assessing the impact of the educational environment of an interactive science museum (ISM) on the components of research competence of basic secondary education students has been developed. • The impact of the ISM educational environment on the development of research competence components of basic secondary education students and changes in their perception of its educational potential has been empirically proven. • Methodological recommendations for implementing the STEM approach in the ISM educational environment have been developed and introduced. Further development has been achieved in studies on the educational potential of interactive science museum as a means of fostering research competence in basic secondary education students; empirical approaches to studying educational environments based on comparing pre- and post-visit surveys of ISM visitors, allowing for the identification of statistically significant changes in motivation, research interests, and attitudes toward science, as well as gathering feedback from pedagogical and research-pedagogical workers regarding the educational potential of ISM. The concepts of research-experimental, rationalization, and inventive activities have been refined. The term “research competence of basic secondary education students formed in a STEM-oriented multimodal ISM environment” has been specified. These results contribute to the theory of museum pedagogy and the practice of forming research competence in non-formal education settings. Practical Significance of the Obtained Results The practical significance of the obtained results lies in the possibility of using the interactive science museum environment to support educational programs aimed at developing STEM competencies and complementing traditional education with research-oriented and interactive methods. The developed “Methodological approaches to implementing the STEM approach in the educational environment of an interactive science museum” include recommendations for organizing research-oriented activities, interactive demonstrations, and project-based learning for basic secondary education students. Structure and Volume of the Dissertation The dissertation consists of an introduction, three chapters in the main part, each divided into subsections, paragraphs, followed by conclusions for each chapter, general conclusions, twelve appendices, and a list of sources (240 titles, including 126 in foreign languages). It includes 47 figures and 7 tables. The total volume of the dissertation is 358 pages, the main content of the dissertation is presented on 286 pages.

Item Type:	Thesis (Masters)
Keywords:	interactive science museum; research competence; specialized science-oriented education; STEM education; integration of formal and non-formal education; basic secondary education; learners of basic secondary education; educational environment; educational process; educational innovations; inquiry-based approach; research-oriented learning; giftedness; museum pedagogy; interdisciplinarity.
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 00 Prolegomena. Fundamentals of knowledge and culture. Propaedeutics > 001 Science and knowledge in general. Organization of intellectual work > 001.8 Methodology > 001.89 Organization of science and scientific work Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.09 Organization of instruction Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 373 Kinds of school providing general education Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 374 Education and training out of school. Further education
Divisions:	Institute of the gifted child > International Collaboration and Fostering Giftedness Depatment
Depositing User:	с.н.с. Т.В. Слинькова
Date Deposited:	08 Oct 2025 10:59
Last Modified:	08 Oct 2025 10:59
URI:	https://lib.iitta.gov.ua/id/eprint/746720

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