RESEARCH COMPETENCE AS A CATEGORY OF SCIENCE
Abstract. The author made an attempt to analyze the essence of the concept «research competence», «research competence of an expert in civil advocacy»; the scientific position of the importance of the research competence in the professional activity of an expert in civil advocacy was argued as well.
The purpose of the article is to define content and structure of the phenomenon under study on the basis of the contrastive analysis of different scientific approaches to the interpretation of the concept «research competence».
Methods. Analysis, synthesis, comparison, systematization of scientific views concerning the content and structure of the research competence.
Results. It is proved that the structure of the research competence determines its main characteristic features: knowledge, abilities and skills. The classification of the research knowledge, abilities and skills has to accentuate, on the one side, the subject of a certain stage of the research competence, on the other side – typical actions of a researcher on a certain stage.
Originality. It is grounded that modern specialists have to be able to implement their knowledge, abilities and skills, be ready to change and adjust themselves to new society demands, quickly get and analyze information, rationally and in time make decisions, confidently and adequately act in complicated and unusual situations, analyze and predict their own professional activity. We accomplished the classification of research knowledge, abilities and skills on the basis of the results of psychology-pedagogical investigations and our own scientific search as following: informational-analytical, predictive, projective, evaluative-reflexive.
Conclusion. The research competence of a student has to be built up stage-by-stage on the basis of certain knowledge, abilities, skills, present values and life position as regards to the definite field of the future professional activity.
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