The Development of research skills in project work for grade 11 students

In 11 classes, in-depth study of subjects «Informatics», «Global perspectives» is expected. Throughout the course, the students carry out project work, therefore using different authors to develop research skills. The article demonstrates the personal experience of authors in writing projects and applying new approaches to teaching that contribute to the achievement of the goal. Authors cite fragments of the curriculum, a guide to writing a course work on the subject «Informatics», topics approving forms , an example of a lesson with elements of pedagogical tools and methods. Analyzing the feedback from the NIS alumni, they conclude that writing essays and course work develops students' high-level skills such as; critical thinking, analysis and assessment. Also, the obtained school experience helps in writing similar works in higher educational institutions. Students acquire competitive skills, unorthodox thinking and active personalities. The study of the subject «Global perspectives» makes the younger generation think about questions in different social spheres. In addition, the authors note that some projects are used in everyday life and give an example as evidence. 

In modern society, there is a growing need for people who are unconventional, active, creative, capable of solving the set goals and tasks unconventionally. Therefore, now the issue of creating conditions for improving the quality of the educational process is widely discussed in education. In the arsenal of innovative pedagogical tools and methods, a special place is occupied by educational research.

Research is one of the most important ways to solve this problem. Such activities, which place students in the position of «researcher», take a leading place in modern systems of developmental education.

Educational research activity is a specially organized, cognitive creative activity of students characterized by purposefulness, activity, objectivity, motivation and consciousness, the result of which is the formation of cognitive motives, research skills, subjectively new to students knowledge and modes of activity.

To develop students' research skills, the teacher needs the creation of such conditions that would meet the stated goal:

1. Purposeful and systematic: Work to develop research skills should take place both in the classroom and in after-hours
2. Motivation: Students should see the meaning of their creative independent activity so that they can realize their talents, abilities and
3. Accounting for age characteristics: Research should be feasible, interesting, exciting and useful. All stages of research work should be based on the level available to the junior
4. Psychological comfort. The teacher should give each child the opportunity to believe in himself, to showcase their best qualities, to support, if something does not work, help and
5. Personality of the teacher: In order for research to be effective, a highly educated teacher needs to be creative about his work, striving for a new, progressive
6. Creative environment: The teacher helps create a creative, working atmosphere. Teaching students to research is designed to ensure the following:

• the possibility of mastering research methods and their use in studying topics of any subjects of the school course;
• the possibility of developing interests in certain school disciplines and the process of cognition of the surrounding world and reality as a whole;
• the possibility of applying the acquired knowledge and skills in the implementation of their own ideas and

Any research work consists of several stages.

• raising the problem (or highlighting the underlying issue),
• studying the theory associated with the chosen problem, the degree of its study; 
• the hypothesis of research,
• selection of techniques and practical mastery of them,
• collection of own material,
• its analysis and generalization,
• own conclusions,
• Presentation of the completed research in the selected (required, standard)

In Nazarbayev intellectual schools much attention is paid to the development of high-level skills, namely critical thinking, analysis and synthesis. For each subject, the curriculum pays much attention to research activities, as an instrument for developing the above skills. For example, in the subjects «Informatics», «Global perspectives» in each quarter there is a section «Project activity», which presumes the writing of a mini-project with observance of all stages of project development. In addition, high school students who  have chosen computer science for in-depth study, take the final external evaluation, consisting of three components. The first component is the testing of knowledge and understanding skills, the second is a skill test application and the third component is writing a course work for the development of high-level skills. It should be noted that from the next academic year it is supposed to teach the subject in English. Also on the subject «Global Perspectives» 11th grade students prepare a social project.

Questions arise, how can students do a great job without having the experience and extra time? To what extent is this work practical? What is the advantage of doing this job? In this article we will try to answer these questions.

The writing of the course work is a lengthy process, for two years students of 11 grade are engaged in research activities in the lessons assigned to the project activity (Fig. 1).

Figure 1. Curriculum of the 11th grade

In the framework of the curriculum in the 11th grade, the following goals are expected to be achieved (Figure 2): name and explain the steps and justify conclusions drawn from data analysis; Understand what prototyping is, solve a real life problem by applying appropriate problem-solving techniques; Design, code, test, and execute a program for project work; Use appropriate algorithms to solve a real life problem; Express a solution using standard; Design tools; Explain how a particular program functions; Describe the features of the appropriate data sets for specific problems; Use indentation to highlight the structure of the code, discuss the advantages and disadvantages of using prototyping when developing solutions [1].

Figure 2. Curriculum of the 11th grade 

The fundamental document when writing a work is a manual that reflects all stages of the life cycle of the information system, and evaluation criteria [2; 10-14]. 

At the initial stage, students choose a client, discuss the project topic, taking into account its complexity [2; 6-10], and fill out the form below. This form is approved by the center of pedagogical measurements (CPI). 

Outline Proposal Form

for NIS Grade 12 Computer Science Coursework 

To overcome problems described above, I decided to create a computer program. Delphi 7 will be used as operating function, as it allows controlled access into store records for her and other staff, which will help to track in the store; database (made in MS Access) in which there will be all the characteristics of  the products. It will have search function by queries, to make the work more structured, and give possibility to make relations between tables and databases. Also I plan to include a calculator for calculating the salaries. My client will know everything about the bought, sold and available goods. Friendly interface and ease of use will be understandable and accessible even for beginner user, in this casesellers. 

Project title: Automation of the goods accounting system in the clothes store «Baibatyr»

After the topic is approved, students can start analyzing and collecting data. Then, based on a technical task developed jointly with the client, design, development, programming and testing are performed. Important stage is the preparation of documentation, because it consists of two parts: for the user and the programmer. At the final stage, an assessment is planned (reflection).

As it was noted earlier, students perform work in the lesson. This lesson is the first in a series of lessons on project activities. Objectives of the lesson: to justify the conclusions made on the basis of data analysis; Solve real life problems by applying appropriate methods of solution. Expected results: knows the stages of the LC; knows what a prototype is; knows the purpose of the prototype; justifies the need to create a prototype; Creates a prototype based on data analysis.

At the beginning of the lesson, students recall the definition of the prototype and give examples. Then active methods of teaching are used, namely the students are offered to build a bridge. At the same time, the teacher does not discuss the evaluation criteria, does not offer material and does not talk about his appointment, thereby encouraging students to dialogue with the customer (in this case, the teacher). During the discussion, the teacher expects the following questions from the groups: Ask questions. That is, the data is analyzed. Possible issues: terrain, size, purpose. Which bridge stood before that? Was there a bridge at all? How is the crossing now being carried out? What material is the bridge? Design, material ...Thus, the teacher, together with the students, prepare a technical assignment for the proposed project. This task is aimed at demonstrating the need for dialogue between the developer and the customer and drafting the technical assignment. At the same time, data are collected through a survey, interview or questionnaire (depending on  the user population).

The second task involves selecting a project implementation toolkit and discussing alternative approaches, which is an important part of writing the project and is also aimed at developing skills in analysis and critical thinking. In this task, differentiation is well thought out. As in the first task, it is supposed to work in groups.

1 group: Internet shop selling computer equipment; Group 2: Math tutorial for toddlers;

3 group: The game of learning the Kazakh language. 

Students should choose from at least one toolkit and justify their choice (the difficulty level is hidden from the students). If desired, they can provide a prototype. Also, each group provides 1-2 alternative solutions and justifies the impossibility of using them.

According to the curriculum, six hours a week are provided for in the senior school. Which implies a doubling of the lessons, 2 hours three times a week, therefore the above activities are designed for the first part of the lesson 40 minutes, and in the second lesson, individual work is planned on the project with the teacher .

In general, according to the calendar planning for the project activity within two quarters (3 and 4) of grade 11, 40 hours are allocated, which is 20 lessons, the same number is allocated in grade 12. Practice proves that for 80 hours students can write good term papers, from the maximum of 60 points the average student has 50-55 points.

The study of the subject «Global perspectives» implies achievement of the following goals:

Upon completion of the study of the subject, it is planned to write a social project, in the following areas: recognise and critically compare different perspectives on global issues; research and analyse different perspectives; develop and communicate personal perspectives; present global perspectives using a variety of media and cite and reference within the conventions of academic honesty; analyse the structure and identify the main components of arguments, reasoning and claims; explore alternative perspectives  objectively [3] and write project for Environment, politics, economics, crime, technology, security.

In conclusion, I would like to note that the acquired skills help them in future when writing similar works in higher educational institutions. Many graduates of the school talk about this at personal meetings and correspondence. They note that the study of subjects «Kazakhstan in the modern world», «Global perspectives», «Informatics» and writing essays, course papers contribute to their formation, help them confidently enter adulthood and apply their knowledge in practice. An example is the project of NIS graduates from Aktobe, Daulet Isatayeva and Malik Aset, who developed an intelligent charger and today continue to work together with Charging control within the walls of Nazarbayev University [4].

References

1. Course Plan Computer  Science Grade 11  Issue 5    cs.colostate.edu.  Retrieved  from  https://www.cs.colostate.edu /cstop/csacademics/csdegrees/csbachelors/major.php.
2. Grade 11 Units for Science in English Timeline May, June 2017. https://apcentral.collegeboard.org. Retrieved from https://apcentral.collegeboard.org/.
3. Course Plan GPPW Grade 12 Issue 4 150814. blogspot.com. Retrieved from http://depedtambayanph. blogspot.com.
4. edu.kz. Retrieved from http://nis.edu.kz/ru/press-center/news/?id=6470.