- Шевченко, Ірина Миколаївна (orcid.org/0000-0002-9166-7227) (2025) Propaedeutics of Scientific Speech of Junior Schoolchildren in Research Activities in the System of the Junior Academy of Sciences of Ukraine Masters thesis, Інститут обдарованої дитини.
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Abstract
Shevchenko I. M. Propaedeutics of Scientific Speech of Junior Schoolchildren in Research Activities in the System of the Junior Academy of Sciences of Ukraine. — Qualification scientific work in the form of a manuscript. Dissertation for the degree of Doctor of Philosophy in the specialty 011 Educational, Pedagogical Sciences. — Institute of the Gifted Child of the National Academy of Educational Sciences of Ukraine, Kyiv, 2025. The central concept of the dissertation research is the scientific speech of students as an important factor in the formation of a personality capable of independent cognition and critical thinking. Scientific speech, inextricably linked with scientific thinking, becomes a necessary means of gradual mastery of scientific literacy, starting from elementary school, and is an important factor in the development of giftedness. The formation of scientific speech of younger schoolchildren, considering the challenges of educational transformations, serves as a preparatory stage for further education, particularly in scientific lyceums of the New Ukrainian School. Therefore it is not by chance that the question of propaedeutics of scientific speech arises, which is in urgent need of theoretical and practical justification. A comparative analysis of educational systems has shown that in countries that implement scientific education, the propaedeutics of scientific speech is integrated into education from an early age, with special attention to research skills and relevant speech activities within the framework of natural science education. In domestic scientific and pedagogical discourse, scientific speech is considered in the context of the development of critical thinking, the ability to analyze, interpret information, and the capacity to communicate effectively during research. The dissertation "Propaedeutics of Scientific Speech of Junior Schoolchildren in Research Activities in the System of the Junior Academy of Sciences of Ukraine", based on the characteristics, stylistic features, and functions of scientific language. Drawing on state competency-based learning requirements, practical experience, and international standards for the development of scientific literacy, the study defines scientific speech as a form of communication that evolves through the appropriate use of scientific terminology and style, tailored to each age group, and serves as one of the essential conditions for fostering scientific literacy. The theoretical possibility and pedagogical relevance of developing various types of speech activity through active engagement with scientific texts in the context of research-based learning using cognitive and communicative methods is substantiated. Particular attention is given to the development of lexical, grammatical, stylistic language means of scientific speech, necessary for accurate, logical, reasoned expression of ideas, as well as the appropriate use of terminology in both oral and written communication related to research activities. Based on research in cognitive psychology and modern linguistics concerning the human cognitive domain, the study examines the relationship between speech and thinking and shows the prospects for examining scientific speech through the lens of cognitive linguistics. The integration of speech and cognitive processes is emphasized as a crucial factor in the development of a child’s cognitive abilities, fostering the emergence of scientific speech through active knowledge acquisition and the formation of both speech and cognitive skills. It is noted that the alignment of the cognitive foundation with linguistic models plays a key role in the development of scientific speech. By focusing on the processes of perception, information processing, and structuring within the mental domain, it becomes possible to enhance the effectiveness of internal speech and thought processes through targeted external influences using appropriate methods. Recognizing the innovativeness of the methods, means, and tools of cognitive linguistics (within our competence), we identified those that can provide appropriate didactic conditions for the propaedeutics of scientific speech among younger schoolchildren engaged in research activities. The analysis of philosophical, encyclopedic, and pedagogical literature made it possible to identify several core components of the concept of "propaedeutics" and, drawing on age psychology and the linguodidactics of primary education, allowed us to consider the propaedeutics of scientific speech of younger schoolchildren as the initial stage of a systematic process. This process is aimed at developing fundamental linguistic, speech, cognitive, and research skills, which serve as the foundation for the conscious and effective use of scientific speech as a tool for cognition and communication in diverse research contexts. The core activity in the propaedeutics of scientific speech is the research activity of junior schoolchildren, which allows for a comprehensive consideration of both speech and research, as speech serves as an essential tool in the research process, while research, in turn, fosters the development of speech, along with related linguistic, cognitive, and research skills. Thus, we define the concept of "scientific speech of junior schoolchildren" as a specific type of speech activity that is formed in the learning process and is characterized by the use of adapted scientific vocabulary, a tendency toward logical and objective expression of thought, and the ability to describe, explain, and present the results of one's own research experience at a level appropriate to the students’ age and developmental stage. The study identifies and substantiates the pedagogical conditions of the propaedeutics of scientific speech of junior schoolchildren, distinguishing between organizational-pedagogical and didactic conditions. Organizational and pedagogical conditions for the propaedeutic development of students' scientific speech are defined as a set of factors, either objectively existing or purposefully created within out-of-school educational institutions of a research and experimental profile, that ensure the effectiveness of this process for younger schoolchildren. These conditions include: the creation of an educational environment that takes into account material and technical resources; the involvement of teacher-researchers in the educational process; advanced training of instructors at the Children's Academy "Futurum"; programmatic and methodological support for the educational process; the integration of classroom and extracurricular activities; the organization of the learning process based on research based teaching methods; and the development of a speech-enriching environment. We define didactic conditions as theoretical foundations that underpin the development of organizational forms, methods, and tools for implementing the content of students' propaedeutic training in research activities and the presentation of their results. These conditions are essential to ensure the effectiveness of such training. It has been established that the integrated use of organized forms, instructional methods, and educational tools should be specifically aimed at the effective formation of linguistic, speech, cognitive, and research skills in junior schoolchildren. The dissertation has developed and scientifically substantiated the methodology of propaedeutic scientific speech of younger schoolchildren in the process of research activities. This methodology is presented as a system of basic principles, approaches, forms of organizing research training of younger schoolchildren, focused in the field of scientific speech, methods and appropriate didactic means aimed at intensification of propaedeutic of their scientific speech. The methodology of propaedeutics of scientific speech of younger students is effective in combination with the organizational, pedagogical, and didactic conditions of its implementation in research activities in the system of the Junior Academy of Sciences of Ukraine, as we have identified. The leading approaches in the propaedeutics of scientific speech of younger schoolchildren are identified: text-centric, research, communicative. The consideration of cognitive processes from the point of view of cognitive linguistics became the basis for the use of cognitive methods and techniques for the formation of scientific speech of younger schoolchildren. An experimental assessment of the effectiveness of the proposed conditions and methodology of propaedeutics of scientific speech of younger schoolchildren was carried out on a criterion-level approach, according to the following criteria: linguistic-speech, text-centric, cognitive-research, each of which is detailed with a number of indicators, based on regulatory documents for assessing the learning outcomes of primary school students. At the formative stage of the experiment, the implementation of the methodology of propaedeutics of scientific speech of younger schoolchildren involved specially organized work by teachers on the development of scientific speech in the process of research classes at the Children's Academy "Futurum" at the National center "Junior academy of sciences of Ukraine". The effectiveness and efficiency of the methodology of propaedeutics of scientific speech of younger schoolchildren were determined by comparing the dynamics of indicators in the experimental and control groups. The results of the pedagogical experiment showed a positive dynamic in the development of scientific speech. Specifically, the average score of scientific speech development in students of EG1 at the first stage of the study was 56%, and at the second stage, it increased to 71% (a difference of 15%). In EG2, the average score at the first stage was 70%, and at the second stage, it rose to 81% (a difference of 11%). For KG1, the score at the first stage was 58%, and at the second stage, it was 68% (a difference of 10%). In KG2, the score at the first stage was 61%, and at the second stage, it increased to 67% (a difference of 6%). Analysis of the dynamics by criteria (linguistic-speech, text-centric, cognitive-research) also revealed statistically positive dynamics of the development of scientific speech of younger schoolchildren. However, EG2 demonstrated significantly better results by all criteria than EG1 and the control groups, which indicates the effectiveness of the applied methodology in the group where the students are older in age. Thus, a comparison of the data of the ascertaining and control stages of the experimental study allowed us to conclude about the effectiveness of the proposed methodology of propaedeutics of scientific speech of younger schoolchildren in research activities in combination with the appropriate organizational, pedagogical and didactic conditions. The relevance of the issue of scientific speech of younger schoolchildren is confirmed by the results of a survey of educators. The conducted study does not encompass all aspects of the specified problem. We see the prospect for further research in studying the issues of training teachers to implement propaedeutics of scientific speech of younger schoolchildren in research activities and further enriching organizational forms, methods and techniques for forming scientific speech of younger schoolchildren, using information technologies, digital tools. This would be based on the results of modern research in the fields of didactics, cognitive sciences, neuropedagogy, and related areas. Scientific Novelty and Theoretical Significance The work consists in the fact that: for the first time, the theoretical principles of the formation of scientific speech of younger schoolchildren in research activities are substantiated, the concepts of "students' scientific speech", "younger schoolchildren's scientific speech" are specified, and the concept of "propaedeutics of scientific speech of younger schoolchildren" is revealed; the organizational, pedagogical and didactic conditions of propaedeutics of scientific speech of younger schoolchildren in the system of the Junior Academy of Sciences of Ukraine are clarified and substantiated; the criteria, indicators and levels of development of scientific speech of younger schoolchildren (grades 3-4) in the context of research activities are determined; the methodology of propaedeutics of scientific speech of younger schoolchildren in research activities, a curriculum for extracurricular education of a research-experimental direction (primary and basic levels) with author's units on the development of scientific speech of younger schoolchildren are developed. The practical significance of the obtained scientific results lies in the fact that the methodological tools developed are: the methodology of propaedeutics of scientific speech of junior schoolchildren; criteria for assessing the development of scientific speech, the curriculum, theoretical conclusions based on practical activities and experimental work, which can be used by teachers in the activities of extracurricular education institutions, primarily in the system of the Small Academy of Sciences of Ukraine, as well as by specialists in the development of giftedness. The results of the study were implemented in the activities of the National Center «Junior Academy of Sciences of Ukraine» (reference number 1.8/24-140 dated 02/19/2025); Lviv Scientific Lyceum No. 1 named after B.-I. Antonych (reference number 156 dated 06/28/2024); School of I-III degrees No. 70, Kyiv (certificate No. 01-09/15 dated 02/14/2025); Institute of the Gifted Child of the National Academy of Educational Sciences of Ukraine (certificate No. 02-15/38 dated 02/10/2025). The main theoretical and practical aspects of each section of the dissertation research are covered in reports and presentations at scientific conferences of various levels, seminars: II All-Ukrainian Conference "Innovative Practices of Scientific Education" (Kyiv, 16-19.12.2022), III All-Ukrainian Scientific and Practical Online Conference "Innovative Practices of Scientific Education" (Kyiv, 06-09.12.2023), II International Scientific and Practical Internet Conference "Current Aspects of the Development of STEAM Education in the Conditions of European Integration" (Kropyvnytskyi, 26.04.2024), International Scientific and Practical Conference "STEAM Education: From Theory to Practice" (Kyiv, 12-14.06.2024), All Ukrainian Scientific and Practical Online Seminar "Giftedness: Diagnostic Methods and Development Paths" (Kyiv, 05/23/2024), 1st International Scientific Seminar “Early Education – in Search of New Strategies” / “Primary Education – in Search of New Strategies” (Kyiv, Warsaw (Poland) 12/12/2024), Regional Non-Conference for School Teachers EdCamp “School as a Center of Sustainability in the Community: Cultural, Social, Innovative” (expert, master class presenter) (Ternopil, 06/01/2024). The theoretical and practical results of the study were tested by organizing author's scientific and practical seminars for primary school teachers, methodologists, and teachers of circles of the Junior Academy of Sciences of Ukraine: "Organization of research training at the Children's Academy "Futurum": Practice and Experience" (Kyiv, 09.03.2024, 31.10.2024), "Scientific Speech of Younger Schoolchildren: Methods and Techniques of Formation in the Context of STEAM Classes International Scientific and Practical Conference "STEAM education: from Theory to Practice" (Kyiv, 12–14.06.2024). The results were also tested in educational and practical work as a teacher trainer at the summer scientific school "Science in a Kaleidoscope" (Scientific Lyceum No. 1 named after B.-I. Antonych, Lviv, 10–14.06.2024); lecture for students of the scientific circle in psychology (International University of Science and Technology named after Academician Yuriy Bugay, Kyiv, 04/18/2024). The materials of the dissertation were presented and discussed at the meetings of the departments of Giftedness Support and Innovative Development of Giftedness at the Institute of the Gifted Child of the National Academy of Educational Sciences of Ukraine. The approval of the dissertation materials took place during events and in the process of fulfilling the technical task of the Department of Giftedness Support at the Institute of the Gifted Child of the National Academy of Educational Sciences of Ukraine. Publications The main provisions and results of the dissertation are reflected in 14 individual publications by the author, including 4 articles in professional publications of Ukraine, category B, indexed in the Copernicus database, and 11 articles and abstracts in the materials of all-Ukrainian and international conferences. Additionally, the author has developed 4 methodological works, which were included in two teaching aids. One of these was approved for use in the educational process by the decision of the Expert Commission on Extracurricular Education on 13.12.2023 (protocol No. 4) and registered in the Catalog of Educational Literature and Curricula Grants. Furthermore, the author developed two curricula for extracurricular education, aligned with the State Standard for Extracurricular Education, one of which received the Ministry of Education and Science of Ukraine's stamp for use in the educational process.
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