FORMATION OF THE CONCEPT OF RESEARCH COMPETENCE IN THE PROCESS OF TRAINING FUTURE BIOLOGISTS
DOI:
https://doi.org/10.47526/3107-3123.11Keywords:
research competence, understanding, skills, education, personality, concept.Abstract
The most important strategic goal of contemporary educational reform is the development of
a student-centred learning system that creates conditions for fostering students’ creative abilities, increasing
their independence, and strengthening their motivation for self-improvement. In this context, it is essential to
define the concept of research competence among future specialists and to ensure its systematic integration
into professional education. Accordingly, this article provides a theoretical analysis of domestic and
international scholarship on the concept of research competence.
According to the contemporary theory of student-centred education, if the student is regarded as the
central figure in the educational process, priority should be given not to the assimilation and reproduction of
ready-made knowledge but to the independent acquisition and application of knowledge. This is because
personal development requires more than the memorization of information; it depends on participation in
reflection, discussion, and research activities. Respect for the individual should be reflected not only in
educational guidance but also in everyday interaction between teachers and students.
In this regard, research competence constitutes a fundamental component of the professional preparation
of future biologists. The conceptual framework presented in this article reflects different approaches to
interpreting the concept of “research competence”. The analysis of scholarly literature presented in the study
may also be applied to the investigation of other educational concepts relevant to the professional training of
biologists.
The findings contribute to a deeper understanding of the formation of research competence among future
biologists. The development of research competence equips students with skills in scientific inquiry, critical
thinking, data collection and analysis, the use of scientific literature, laboratory practice, and adherence to
ethical standards..
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