Very often, young researchers, especially young men, do not pay due attention to the design of the work, meanwhile, this stage is no less, and sometimes even more important than the collection and processing of data. After all, any scientific work makes sense only when other people get to know it and properly appreciate it. Without presenting the work, it is only meaningful to the researcher himself and becomes just a hobby. Until recently, insufficient attention was paid to this issue in domestic science, but now the situation is beginning to improve. After all, with a huge flow of scientific information, scientists often simply do not have time to get acquainted with a particular scientific work in detail.

Therefore, any work should immediately attract attention, it should clearly highlight the main points: relevance, novelty, practical significance, the results of implementation in practice. The work should be visual and catchy illustrated. When speaking at a scientific conference, after the first words of the speaker, it should be clear to the audience what is being said and what should be expected from the presented work.

However, one should be warned against the other extreme: if there is nothing interesting behind beautifully painted posters and illustrations, a scientific report or report turns out to be like a Christmas tree decorated with empty baubles.

You need to start with the title of the work. It often happens that the primary name of the research topic changes, and repeatedly, in the course of the research itself. The final title should absolutely correctly reflect the content of the work and be as specific as possible. For example, if you are studying the pollution of a nearby pond, you should not call your work something like this: “Investigation of the problem of urban water pollution”. If you like such names, then a clarification is necessary, say, this: “on the example of pond No. 1 of the Peter and Paul Cascade in Yaroslavl”, etc.

When making a work, it is best to type it on a computer and print it on a good printer. In addition to saving time several times, in the course of such work, its author develops skills in working with such programs that are absolutely necessary for any researcher, such as “MS Word” and “MS Excel”, which allow you to apply any illustrations, automatically build graphs, etc. .d.

If a computer is not available, it can be replaced by a typewriter. In extreme cases, just handwritten work is allowed, but the handwriting must be clear, legible, and easy to read.

The title page of the work should indicate the name of the work, the author, the supervisor, the institution in which it was performed (laboratory, circle, school). Other special requirements for the title page of the work are usually specified by the institution to which it is submitted. You should not decorate the title page with a variety of drawings, cut out pictures, postcards, ornately executed inscriptions, etc. It looks very childish and does not indicate the good taste of the author.

The text must be clean, without blots. If a word or phrase was spelled incorrectly, you should rewrite the entire sheet, in extreme cases, cross them out, but in no case put them in brackets - this is illiterate! The requirements for literacy in scientific and literary work are the same.

The language of the work must be scientific. What does it mean? You can not use a variety of literary liberties designed to influence the feelings of the reader. What you want to communicate should be equally and unambiguously perceived by any reader. The requirement of scientific accuracy is not as easy to meet as it seems. There is a famous joke about this. You can not write "elephants near Moscow are not found." It is necessary: ​​"elephants near Moscow are not met."

Any natural science work is written approximately according to the same plan. It usually includes: 1. Introduction. 2. Literature review. 3. Material and technique. 4. Results and discussion. 5. Conclusion and conclusions. 6. List of used literature. Such a plan may vary slightly, but generally remains the same for scientific papers around the world. Let's analyze them separately.

Introduction. It is the first chapter of the work and brings the reader up to date: the introduction should reflect the relevance, novelty and practical value of the problem under study, formulate the goals and objectives of this work, justify them, and try to convince the reader of his views on these issues. The introduction shows how freely the author owns the topic of the work, his general erudition. It should be borne in mind that quite often busy readers of the entire work look through only the introduction and main conclusions. From this, the special importance of the introduction becomes clear. After all, if it is poorly written, the reader can simply put your work aside.

The purpose of the work should be formulated specifically, and not in in general terms. For example, you cannot write "The purpose of our work is to study the behavior of seagulls." There are two inaccuracies here. Firstly, what kind of seagulls was the author going to deal with? Secondly, their behavior is quite complex: there is behavior at feeding, during nesting and reproduction, hierarchical behavior, relationships between young individuals and their parents, etc. etc. In addition, the behavior of birds and gulls, in particular, depends on the time of year, on the place of observation, etc. Therefore, it is impossible to study the behavior of gulls in general.

Another one typical mistake, characteristic of schoolchildren when writing an introduction, is as follows. Instead of a scientific goal, an educational goal is set, which is interesting only for the performer himself. For example, like this: "We decided to learn how to grow asters in the schoolyard." Of course, such a goal deserves every encouragement, but there is no science here. Now, after you learn how to grow asters, you can conduct some research with them, but for now, such work is not scientific.

Literature review. Quite often, if there is not much literature, the literature review is combined with the “Introduction” chapter, this is a matter of the author's taste. A literary review is given in order to bring the reader up to date, show what other authors have done on this issue, reflect their erudition on the research topic, show that the topic of your work has not been studied enough or not studied at all, and you are not going to “reinvent the wheel” ".

When writing a literature review, keep the following in mind. You can not mechanically rewrite phrases from different books and articles. Such rewriting is called plagiarism (literary or scientific theft) and may even be punished under copyright laws. Therefore, the literary information of interest to the author should be stated in his words. The job is quite difficult. The author must compare, compare different points of view on the subject of his research, offer his own interpretations of these views, note their strengths and weaknesses, and state his view on the problem. If it is necessary to make a verbatim quotation of some author, it is necessary to quote the quoted text and indicate its source (book, journal, etc., indicating the publisher, year, volume, journal number, page) so that any reader can verify its authenticity. If you are not quoting from the original source, you must write "quoted from ...".

In the literature review, you do not need to write everything that you found on the subject of interest to you, but only what is directly related to the topic of your work. For example, if you are studying the behavior of birds, you should not describe in detail their anatomy, nest structure, etc.

Material and technique. This chapter describes where, when and by whom, how observations and experiments were carried out, how many of them were carried out, with what accuracy measurements and calculations were carried out, what methods of data processing were used. If any standard techniques have been used, it is not always meaningful to describe them in detail, since many of them are well known. If the methodology was developed or modified by the author himself in the process of work, it is necessary to describe in detail both the original methodology and the changes. that were included in it. It is necessary to substantiate the reason for these changes and the opportunities offered by the modified methodology.

In general, the methodological section of the work must be described in detail, since often an incorrect description of the application of the methodology serves as the main ground for criticizing the work. It is very useful, instead of a detailed verbal description of the observation site, to attach its map-scheme with marked observation points and photographs of these places. It is useful to present the material used in the work in the form of tables.

Results and discussion. This section of the work does not provide for rewriting the observation diary or the protocol of experiments. If the publication of these materials is necessary, then this should be done at the end of the work in the form of an “Appendix” and references to them should be made in the text of the “Results and Discussion”. The work should present already processed and meaningful material.

This is done most simply in faunistic or floristic studies. For example, observations were made of the species composition of birds in a city park. In this case, a list of species is given in a systematic order and some information is reported about each species. It is important to separate our own observations from those taken from the literature.

In experimental or environmental work, it sometimes happens that a student tends to summarize all the results in one or more tables, graphs or diagrams and confine himself to that. It is not right. In addition to tables and other illustrative material, the results must be described verbally, with reference to these illustrations. It is in the discussion of the results obtained that the “scientific face” of their author, his individuality, and the ability to generalize and draw conclusions are manifested, as it were.

The order in which results are discussed is usually as follows. First, the most general patterns are outlined, then more specific ones. For example, when comparing the behavior of hamsters and mice, you first need to say a few words about the type of behavior of mammals that you are studying in general, then rodents in general, and at the end - specific species of hamsters and mice with which experiments were performed.

Very often the results obtained need to be compared with those already available in the literature. At the same time, the author at some points usually confirms the literary data, and at some points he can refute them. The most important thing when refuting data is a convincing argument. This sometimes requires additional experiments or broader observations. If such additional studies have not been carried out, it is necessary to specifically stipulate their need, for example: “... as a result of the work carried out, it turned out that our data need additional verification, which will be the subject of our further research in ... a year.”

In general, when writing “Results ...” great importance highlights the author's personal achievements and thoughts, especially those made by him for the first time (research novelty). The main task of this chapter is to convince the reader of the validity of the conclusions that are made at the end of the work.

You should not overload the text with special terms, striving for science-likeness. Never use words whose meaning you do not understand; one should try to use only well-known scientific terms. On the other hand, oversimplification can be detrimental to business.

Findings. Conclusions are a brief summary of the results of the study, formulated in a concise manner and without evidence, usually numbered, for example:

“As a result of the conducted research, the following conclusions can be drawn:

1. . . . . . . . . . . . . . . . . . . . . .

2. . . . . . . . . . . . . . . . . . . . . . " etc.

The most important conclusion should be placed first, and then arranged in descending order of importance.

In the "Conclusions" one can also give the prospects for further development of the topic of this study, if it exists, and indicate the methods by which it will be carried out.

Avoid the following fairly common mistake: conclusions should not be a summary of the work or its “results and discussion” section.

Bibliography. The importance of this mandatory part of the work is usually underestimated by schoolchildren. The list of references contains a listing of all the articles and books mentioned in the text. It is needed so that any reader can find any book or article according to the data in the list. The list is compiled according to a certain standard, which can be found in any scientific article.

Articles and books in the list are usually arranged in alphabetical order by authors' surnames. If there are several authors, the place is determined by the surname of the first of them. The following order of recording is usually used: surname, initials, title of the book, place of publication (city), name of the publisher, year. If we are talking about an article, the order is as follows: surname, initials; article title; magazine, volume, number, year, pages.

When the bibliography is long, it is usually numbered. If the list contains works in foreign languages, they follow the list of Russian literature in Latin alphabetical order.

In order to avoid embarrassment, only those works that the author has read himself should be included in the list.

Illustrations. All tables and figures (photographs are also called figures) must have the same numbering. Each table or figure should be referenced in the text.

Illustrations can be given in the appropriate places in the text or at the end of the work. How to do it is a matter of taste of the author. It is only important to observe the following rule: tables and figures must follow each other in the order of numbering, and in the same order they must be mentioned in the text. The quality of the illustrations is the face of the work. Therefore, we must strive to ensure that all of them are made as best as possible.

All illustrations must be relevant, reflecting only the work itself, and not the identity of the performer.

I spent sociological survey among students of the third and sixth grades, in which 47 people were accepted, containing the following questions:

1. When buying products, do you pay attention to their composition?

2. Do you know how they are deciphered nutritional supplements, denoted by the index E?

3. Do you know how they affect your health?

Sociological survey results

This sociological survey showed that only 2% of respondents pay attention to the composition of products, 98% do not know how index E stands for, and do not know how

Survey results

Also, during the research work, questioning third and sixth grade students. 47 people took part in the survey, they were asked to answer the following questions:

1. Do you like carbonated drinks, crackers, chips?
2. Do you often drink carbonated drinks, crackers, chips?
3. Do you and your loved ones use semi-finished and instant products (soup blocks, mashed potatoes, noodles, meatballs, etc.) for cooking at home?

The analysis of the survey showed that all the students surveyed 95% use certain foods in their diet, 90% of the students answered that they are very fond of carbonated drinks, crackers, chips. Of these, 30% drink soda and 15% crackers and chips very often (almost every day).

10% noted that they and their parents use semi-finished and instant products (noodles, potatoes, etc.) in preparing home-cooked food.

The results of the study of nutritional supplements

Using the information provided on the labels, we researched nutritional supplements used in the production of crackers, chips and carbonated drinks.
The results are shown below:

Analysis of the qualitative composition of crackers

Crackers "Flint" contain the following additives: E621, E551 - flavor enhancer. Producer - LLC "Factor".

Croutons "3 crusts" with the taste of salmon, cheese contain additives: E621, E527, E631. Producer - Bridgetown Foods.

Croutons "3 crusts" with taste of tomato, greens - E621, E627, E631, E160. Producer - Bridgetown Foods.

Analysis of the qualitative composition of chips

Chips "Lays" contain additives: E621, E631, E627
Chips "Estrella" - E621, E627, E631
Chitos chips - E621, E551

Analysis of the qualitative composition of carbonated drinks

Lemonade contains the following additives: E330, E211, E952, E951, E950, sodium saccharate.

In a Pepsi drink- E338 - phosphoric acid, E330, E124, E152,
AT orange juice TOV "Sandora" on the technology of "PepsiCo Inc" - E950, E951, E952, E954, E330, E221.

As a result of the study of samples of carbonated drinks, food additives such as E211 - sodium benzoate, E338 - phosphoric acid, sweeteners E951, E952, E953, and carbon dioxide which can lead to serious illness.

As a result of the study of samples of chips and crackers, a high content of flavors and flavor enhancers, such as E621- monosodium glutamate, E551- silica, E631- sodium inosinate and many others.

During the study:

1. Systematized theoretical material on food additives in food.
2. A relationship has been established between the food additive and its effect on the human body.
3. Recommendations on the use of products containing nutritional supplements have been developed.
4. The main food additives used in the production of carbonated drinks, chips, crackers have been identified.

1

This paper presents an analysis of the results of a study on the impact of research activities of students on improving learning motivation while studying chemistry. The relevance of the study is undeniable and is confirmed by the well-known fact: high learning motivation is the most important condition for the quality of education. The modern school faces important tasks, the solution of which is associated with a new approach to organizing the impact on the personality of the student. It is necessary not only to instill in students a certain amount of knowledge, but in parallel to form their cognitive and educational motivation, ways of mastering educational material, developing cognitive abilities students and their creativity. This is largely determined by the peculiarities of the educational process at school and the use of innovative pedagogical technologies, as well as the quality of work of the teaching staff of the school. So, the article presents the results of an empirical study, in which it was found that the use of research activities in the educational process helps to increase school motivation, developing cognitive motives and motives for self-realization. Thus, we state that a high level of motivation is necessary to achieve academic success and the overall success of the student.

motivation learning activities; school motivation; educational and research activities of schoolchildren; research activities

1. Bozhovich L.I. Studying the motivation of the behavior of children and adolescents / ed. L.I. Bozhovich and L.V. Trustworthy. – M.: AST-Press, 2002.-460s.

2. Bozhovich L.I. The problem of the development of the motivational sphere of the child // Study of the motivation of the behavior of children and adolescents. - M., 2002. - S. 41–42.

3. Vaisman R.S. Motivation of educational activity and scientific and cognitive interests of students. // New research in psychology. M.: Pedagogy, 1974. - No. 2. - S. 39-41.

4. Ilyin E.P. Motivation and motives. - St. Petersburg: Peter, 2005.

5. Kobleva A.L. The role of the properties of the subject in the formation and formation of the structures of the integral individuality of students with different motivations for choosing a higher education vocational education// Bulletin of the North Caucasian Humanitarian Institute. -2013. - No. 1. - S. 195-203.

6. Markova A.K., Matis T.A., Orlov A.B. Formation of learning motivation. - M., 1990. - 212 p.

7. Markova S.N. The study of educational motivation. – M.: Nauka, 2004. – 395 p.

8. Nemov R.S. Psychology: textbook. - M .: Education: VLADOS, 1995. - 146 p.

The relevance of the study is due to the modernization of modern education, focused on creating conditions for the development of a successful personality of the student in the educational process. We believe that one of the main principles of this approach to education is the orientation educational process to develop student motivation. An analysis of the scientific literature suggests that in last years the understanding by psychologists and educators of the role of positive motivation in ensuring the successful acquisition of knowledge and skills has increased. So, in the works of A.A. Rean revealed that high positive motivation can play the role of a compensating factor in case of insufficiently high abilities.

All of the above has led us to a clear understanding of the need to include high school students in research activities, which gives them the opportunity to show their abilities, contributes to the student's activity and his positive attitude towards the educational process.

Consideration of the process of forming the educational motivation of a high school student by including him in research activities is a pedagogical problem, which determines the need for its analysis from the standpoint of pedagogical science.

The problem of school motivation is one of the most difficult in modern education. Federal State educational standard(FGOS) of general education sets the formation of a cognitive interest in educational activities and readiness for self-development and continuing education. Much attention is paid to the activation of educational and cognitive activity of students, as well as the construction of educational activities, taking into account the individual age, psychological and physiological characteristics of students.

In spite of big number studies of the problem of learning motivation, widely presented in the works of L.I. Bozhovich (1969), A.M. Vasilkov and S.S. Ivanova (1997), M.V. Vovchik-Blakitnoy (1983), O.S. Grebenyuk (1983), E.P. Ilyina (2003), M.V. Matyukhina (1984), V.E. Milman (1987), A.K. Markova, T.A. Matis, A.B. Orlova (1990), F.M. Rakhmatullina (1981), A.A. Reana (1990) and many others, we believe that the connection between academic performance and the motives of learning activity has been studied very little.

The issues of motivation of educational activity were touched upon in the work of R.S. Weissman in 1971, where the connection between academic performance and scientific interests of students with the motives of educational activity was studied.

Obviously, today this problem remains the same actual. In domestic psychology, such well-known psychologists as A.F. Lazursky, N.N. Lange, A.N. Leontiev, S.L. Rubinstein. L.S. Vygotsky was the first who began to study the question of the formation of arbitrary motivation. A huge contribution to the development of motivation for educational activity was made by L.I. Bozhovich, A.K. Markova. All scientists who have dealt with the problem of motivation for educational activity emphasize the great importance of its formation and development among schoolchildren, since it is precisely this that is the guarantor of the formation cognitive activity the student, and, as a result, thinking develops, the knowledge necessary for the successful activity of the individual in later life is acquired.

The motives of learning activity among high school students differ significantly from those among adolescent students in connection with the upcoming choice. professional activity. If teenagers choose a profession according to their favorite subject, then in the period of early adolescence, older students begin to be especially interested in those subjects that they need to enter a university. As practice shows, the main motive for the educational activity of a graduate is the need for in-depth study of precisely those subjects that determine further success in the chosen profession. Motives associated with the desire through good grades to win a certain position in the class, typical for teenagers, fade into the background in high school. The mark becomes a criterion of knowledge, it largely loses its motivating power, learning activity is determined by the desire for knowledge.

All of the above determined the topic of our study, which was conducted on the basis of MBOU secondary school No. 1 in Stavropol among students in grade 9.

In the process of studying the problem of motivation for educational activities and the development of scientific and cognitive interests of schoolchildren, we proposed to develop the skills of research activities at school. Educational and research activities provide students with general cultural, nationally significant and scientific values, form a system of subject skills and personal qualities that meet the requirements of the second generation standard.

Among the students of the ninth grade, we selected schoolchildren who believe that in a modern school students should be engaged in research activities, would like to do it, they need help in teaching by research methods and consider it necessary to introduce electives to master the skills of research activities. Two groups were composed of them - experimental and control in such a way that at the beginning of the formative experiment these groups were equivalent in terms of compared indicators (motivation, academic performance).

Further, with the schoolchildren of the experimental group, the program developed by us "Development of skills in research activities in chemistry" was implemented, after which we again diagnosed the participants in all the studied indicators.

Statistical analysis of differences in the distribution of high school students in the experimental and control groups by performance levels showed the significance of the obtained differences at a significance level of 0.01. This means that, in the opinion of high school students, they began to study better - the number of answers “good and satisfactory” decreased (from 45.5 to 31.8% of the respondents).

The attitude towards chemistry has changed. The number of choices indicating the external attractiveness of the subject has decreased and the number of choices indicating a deeper interest in the subject has increased, the share of independence has increased.

There has also been an increase in knowledge scientific methods research and possession of them: the experiment was mastered by 81.8% of the subjects (22.7% - 1 cut), and observation - 90.9% (at the first survey - 18.2%).

It should be noted that after the implementation of the formative experiment, not all subjects of the experimental group would like to continue to engage in research activities at school (9.1% answered negatively), however, everyone is sure that such an opportunity should be provided to schoolchildren.

It is also interesting that the high school students of the experimental group showed an increased interest in doing research activities not only in chemistry, but also in other school subjects, such as biology, physics, history, literature, English language and even social science. Moreover, the students of the experimental group began to perceive what is happening in the classroom more meaningfully, that is, there are no negative answers to the question of whether teachers use elements of research activity in the classroom.

The number of schoolchildren who need help in teaching research methods has decreased by almost four times - from 86.4% to 22.7% of the respondents. But even those high school students who answered yes to the question about help explained that they needed advice, consultations, the opportunity to discuss plans, research progress and results with someone competent, that is, not so much help as guidance.

The opinion of the participants in the formative experiment also changed about the need to introduce electives to master the skills of research activity: 86.4% answered “yes” (1 cut 62.8%), not a single doubter remained, the same 13.6% of respondents who answered “no”, they explained that there was no need for special electives - it is enough for schoolchildren to have a choice whether to conduct such work in chemistry, physics, biology or another subject. For example, there was such an answer “would be possible to work in creative groups on your favorite subject during the allotted extra time.”

Let us consider how the use of research activities affected academic performance in general and academic performance in chemistry in particular.

In the experimental group, after the experimental work, the number of high school students with triples decreased. However, these differences, as shown by statistical analysis using the c2-criterion at a significance level of 0.05 (the empirical value of the "chi-square" criterion in both cases does not exceed the critical value of 5.99), are not significant.

A slightly different situation with academic performance in chemistry. The number of high school students with “satisfactory” grades in chemistry has halved. These differences are statistically significant (the empirical value of the chi-square test in both cases exceeds the critical value of 5.99).

The results obtained indicate that the program developed and tested by us for developing the skills of developing research activities of high school students really contributes to improving academic performance and increases interest in this subject.

To study school motivation, we used an adapted method for diagnosing the type of school motivation in high school students.

The purpose of this technique is to identify the level of student motivation. School motivation is differentiated into many different types, the predominant type of student motivation is revealed - that is, the motivational mechanism that is dominant for him in his educational activities. These types are represented by scales of the questionnaire: the prestige of studying in the classroom and family; cognitive interests; achievement motivation; the motive of social approval (classmates, teachers, parents); fear of punishment from school and family; awareness of social necessity; communication motive; extracurricular school motivation; the motive of self-realization, the influence of classmates, family, school. In addition to the individual result, it is very important to calculate the average result for groups. Based on the type of motivation that prevails in children, it is possible to modify the methods and structure of learning in order to influence the necessary, active mechanisms. The results of this study are shown in the figure.

Analyzing the motivational profiles of the control and experimental groups in the primary and repeated testing, it can be seen that there was an increase in seven motivational indicators, and a decrease in one. However, statistical analysis using the Student's t-test showed the significance of differences only in two indicators: cognitive motivation and self-realization motivation. Thus, the use of research activities in the educational process helps to increase school motivation, developing cognitive motives and motives for self-realization.

A high level of motivation for educational and research activities is necessary to achieve success in studies and in the overall success of the student. This confirms that students involved in research activities take an active part in various scientific and practical conferences at various levels. Students become diploma winners and winners: the festival of research and creative works of students "Portfolio", the All-Russian competition of research works of students educational institutions named after D.I. Mendeleev, the Baltic Scientific and Engineering Competition, the interregional Olympiad for schoolchildren "Future Researchers - the Future of Science", competitions for young researchers of the "Step into the Future" program in the North Caucasus and South federal districts, Stavropol regional scientific-practical conference of schoolchildren, regional scientific-practical conference "First steps into science". In the conditions of the modern educational process, the educational and research activity of students is one of the topical directions of its development and improvement. Motivation of this type of activity becomes one of the most important professional and pedagogical tasks.

Motivational profiles of high school students in the control and experimental groups

Reviewers:

Shumakova A.V., Doctor of Pedagogy, Head of the Department of General Pedagogy, Preschool and Primary, Stavropol State Pedagogical Institute, Stavropol;

Lobeiko Yu.A., Ph.D., Professor, Dean of the Faculty of Postgraduate Education, Pedagogical Institute NCFU, Stavropol.

The work was received by the editors on April 22, 2013.

Bibliographic link

Kravtsova E.Yu. RESEARCH ACTIVITY OF STUDENTS AS A MEANS OF INCREASING LEARNING MOTIVATION WHEN STUDYING CHEMISTRY // Fundamental Research. - 2013. - No. 6-3. – S. 740-743;
URL: http://fundamental-research.ru/ru/article/view?id=31585 (date of access: 09/02/2019). We bring to your attention the journals published by the publishing house "Academy of Natural History"

F forms of presentation of research papers

Research work can be presented in various forms. The most common text works (report, poster presentation, abstract, literature review, review). In addition, research work can be presented in the form of a computer presentation or a video film with text accompaniment. Less commonly, it is shown in the form of a working model or layout with textual accompaniment.

Report

Report - is a document containing a summary of the results of research or development work, published in print or read in the classroom. The report should reflect the novelty and practical significance of the topic, disclose its main content and substantiate the conclusions and proposals of the speaker. All this is noted in the abstracts of the report, which this academic year will be published in a collection following the results of the conference.

poster presentation

This form of report is accepted in modern international practice as the most successful, providing ease and concentration of perception of the content at conferences and other events.

For each research work, a stand with a size of about 1 m is provided. 2 . Materials intended for a poster presentation can be pre-designed on a sheet of whatman paper and attached to the stand using pins (buttons, etc.).

A strip of 840x100 mm with the title of the work in font no less than 48 (capital letter height 12 mm) is attached to the upper part of the stand. Under the title on the same page, in font no less than 36 (capital letter height 8 mm), the names of the authors and supervisor, the name of the institution and the city in which the work was performed are indicated.

Poster presentation requirements:

1) Visibility. A cursory glance at the booth should give the viewer an idea of ​​the theme and nature of the work performed.

2) Illustrative ratio(photos, diagrams, graphs, flowcharts, etc.)and text materialset approximately 1:1. In this case, the text must be in a font that is freely readable from a distance of 50 cm.

3) Optimality. The amount of information should allow you to fully explore the stand in 1-2 minutes.

4) Popularity. The information must be presented in a form accessible to the participants of the conference.

Poster structure

Goals and tasks of the work.

Description of what was done during the research.

Methods used in the course of research activities.

Main results and conclusions.

Thanks to the organizations and professionals who assisted in the work.

It is advisable to present the methods and results of the study in a graphical or illustrative form.

Literature review

Literature review -this is a brief description of what is known about the phenomenon under study from various sources. It indicates the directions of research conducted by various scientists.

When preparing a literature review, you should start with a general introduction - read the table of contents and skim through the contents of the source. Then, when carefully reading the source chapters and sections, it is necessary to highlight the most important parts of the text. Further, it is advisable:

draw up a plan of the material read, in the paragraphs of which reflect the most significant thoughts and ideas;

write out full and meaningful quotations from the read text with exact references to the source, indicating its output data.

After that, you need to compare and contrast this information with information obtained from other sources. In conclusion, it is important to give a critical assessment of what has been read and write down comments, while paying attention to the objectivity of judgments.

A literature review should show that its author is familiar with the field of study from several sources and is able to set himself a research task. Preparation of a literature review helps the researcher to master the material, reasonably answer questions during a scientific report.

Review

Review (from lat. recensio - consideration) is a critical analysis and evaluation of a new work of art (book, play, concert, film) or scientific work. Also, a review of a scientific work or a work of art before their publication, defense, etc. can be considered as a review. The review can be published as an article in a newspaper or magazine.

Research Article

A scientific article is a kind of literary genre. In a scientific article, the problem should be identified, known attempts to solve it should be noted. Based on this, it is advisable to single out in the structure of a scientific article:

description of the problem and its relevance for theory and practice;

brief data on the research methodology;

analysis of own scientific results and their generalization;

conclusions and proposals for conducting research activities in the future;

scientific report

Scientific report - a document containing a detailed description of the methodology and progress of the study, its results, as well as the conclusions obtained in the process of research or experimental work. The purpose of a scientific report is to comprehensively highlight the work done upon completion or over a certain period of time.

Scientific report structure

1. A brief summary of the plan and program of the completed stages of scientific work.

2. The significance of the work done, its research value and practical significance.

3. Characteristics of the research methods used.

4. Description of the results of the study.

5. Conclusion, summing up the results of the study and noting unresolved issues.

6. Conclusions and suggestions for further research activities.

abstract

According to the dictionary of foreign words essay (from lat. referre - report, report) is:

a brief oral communication or a written presentation of a scientific work, the content of a book read, etc.;

a report on a topic based on a review of literary and other sources.

In practice, one has to meet with significant differences in the requirements of teachers for the work of students on abstracts, their design and defense procedure.First of all, you need to remember that the abstract is not a synopsis of literary sources. The genre of this work requires the author to analyze the information used and make independent conclusions.

The following are key points to consider when guiding student work on abstracts.

1. Readiness of the student to work on the abstract

The abstract allows you to check not only how students understand the material, but also their ability to independently extract and interpret knowledge. Therefore, it is advisable to involve in such activities students who are prone to research activities, who have analytical skills and critical thinking. Of course, the success of the student in the work on the essay will be ensured only if he independently decides to engage in this type of activity.

2. The functions of the teacher in managing the student's abstract work

The management of the abstract work involves the provision of assistance by the teacher in choosing the topic of the essay by the student, advising him in the process of studying the chosen problem and designing the text. It should be noted, however, that this form extracurricular activities of students should not be massive - not every student, even with the support of a teacher, is able to decide on the choice of a topic and formulate a problem, independently work with several sources of information. Undoubtedly, the teacher should fully manage the work of students on essays, but he should limit his activity to advisory functions. He can give recommendations on the content of the introduction and conclusion, the selection of illustrative material and sources of information on the problem, the design of the text and the defense procedure. The student himself must identify the relevance of the problem, determine the structure of the work, formulate conclusions.

3. Terms of the abstract

As a rule, work on an essay takes a student at least one month. It should be noted that after the teacher has read the draft of the abstract, the student may need time to finalize the content and edit the text. A week before the defense, the abstract is submitted for review to the subject teacher who supervised the work.

4. Structure of the abstract

Initially, the student prepares a detailed abstract plan, which defines its structure and main content by sections:

introduction;

the main part, independently structured by the student into chapters, sections, paragraphs, points, etc.;

conclusion;

list of sources (should be drawn up in accordance with GOST);

applications (if necessary).

The introduction provides that the problem is formulated in its content, its relevance is described, the goals and objectives of the abstract are determined. The volume of the introduction should not exceed 1-2 pages.

Each section of the main part of the abstract ends with a logical conclusion arising from the content of the reviewed sources, with its own assessment of the material. In addition, all text must contain well-formed citations and references.

In conclusion, the results of the work are summed up, conclusions are formulated, and prospects for solving the stated problem are indicated. The volume of the conclusion should not exceed 1-3 pages.

The list of sources should be drawn up in accordance with GOST. It may contain not only literary sources, such as books, magazines, newspapers, but also information gleaned from the Internet, information from television and radio programs, as well as private messages of any specialists expressed in personal conversations with the author of the abstract.

5. Procedure for defending the abstract

At the procedure for defending the work, the teacher reads out a review of the abstract to the members of the commission. Next, the floor for the report is given to the student. A copy of the abstract may be kept by the speaker.

The report should be designed for 5-7 minutes. It is prepared as a separate text. The report should not be a retelling of the text of the abstract, especially its reading. In his speech, the student indicates the relevance of the chosen topic, the purpose of the essay, its tasks, reports the findings. It is permissible to dwell on the most interesting moments of the work. It is desirable that the student reported how significant the topic of the essay is for him personally. After the report, the members of the commission ask the student questions.

Then you can open a free discussion of the members of the commission, during which they express their views on the topic and content of the abstract. After all the questions have been answered and the discussion has ended, the committee meets to evaluate the abstract. At this time, the student is not present in the room where the defense is being held. After the commission reaches agreement on the evaluation of the work, the results of the defense are announced to the student. Members of the commission express their opinions on the content of the abstract and recommendations for the continuation of this kind of work.

6. Evaluation of the abstract

Evaluating the abstract, the teacher must take into account the following components of the work:

content(the originality of the topic, the depth of the problem statement, the structure of the work, relevance, etc.);

registration (compliance with the design standard, aesthetics of illustrative material, etc.);

representation at the defense procedure(how the student holds himself, how freely he orients himself in the text of the abstract, how he answers questions, etc.).

Project

Project (from lat. projectus - thrown forward) - a plan, a plan.

Design, in fact, is the process of creating a project - a prototype, a prototype of a proposed object or state.

Project types

1. Monosubject project carried out within a single subject. Work on it fits perfectly into the class-lesson system.

2. Interdisciplinary projectwhich involves the use of knowledge, skills and abilities in two or more subjects. Most often used as a supplement to lesson activities.

3. Oversubject project , which is performed at the junctions of knowledge areas and goes beyond the content school subjects. It is used as a supplement to educational activities and is in the nature of research.

The sequence of work on the project

No. p / p	Stages of work on project	at this stage	Student activities	Teacher activity
	Training	Definition of the theme and goals of the project. Formation of a working group	Discuss the subject of the project with the teacher and get additional information if necessary. Set goals	Introduces the meaning of the project approach and motivates students. Helps in setting the goal of the project. Supervises student activities
	Planning	a) Identification of sources of information. b) Determine how information is collected and analyzed. c) Determining how the results will be presented (project form). d) Establish procedures and criteria for evaluating results and process project activities. e) Distribution of tasks (duties) between team members	Form tasks. Develop an action plan. Choose and justify their criteria and indicators of project success	Offers ideas, makes assumptions. Supervises student activities
	Study	Collecting and clarifying information, solving intermediate tasks. Discussing alternatives by brainstorming. Choosing the best option. Main tools: interviews, surveys, observations, experiments, etc.	Perform research by solving intermediate tasks	Observes, advises, indirectly directs the activities of students
	Formulating results and/or conclusions	Information analysis. Formulation of conclusions	Perform research and work on a project by analyzing information. Draw up a project	Advises students
	Project Protection	Report preparation: substantiation of the design process, presentation of the results. Possible forms of the report: oral report, oral report with demonstration of materials, written report	Participate in collective self-review of the project and self-assessment of activities	Listens, asks appropriate questions in the role of an ordinary participant. Directs the review process as needed
	Evaluation of the results and process of project activities	Analysis of project implementation, results achieved (successes and failures) and their causes	Participate in evaluation by collective discussion and self-assessment activities	Evaluates the efforts of students, their creativity, the quality of the use of sources. Identifies project continuation potential and report quality

Some concepts necessary for conducting research work

Aspect (lat. aspeсtus - view, look) - a point of view from the position of which certain objects, concepts, phenomena are considered or perceived.

Approbation (lat. approbatio) - approval, approval, based on verification, testing.

Argument (lat. argumentum) - a judgment or a set of judgments given in support of the truth of another judgment (concept, theory); basis of evidence.

Hypothesis (Greek hypothesis - foundation, assumption) - a scientifically based assumption put forward to explain any phenomena and requiring experimental verification, confirmation by facts in order to become a reliable scientific theory.

Deduction (lat. deductio - derivation) - conclusion, reasoning from "general" to "private". The beginning of the deduction process is axioms, postulates or simply hypotheses, which have the character of general statements, and the end is the consequences from premises, theorems.

Induction (lat. inductio - guidance) - conclusion, reasoning from "private" to "general". Inference from facts to some general hypothesis.

Keyword - a word or phrase that most fully and specifically characterizes the content of the text or its part.

Context (lat. contextus - connection, connection) - a relatively complete passage of the text, within which the meaning and meaning of the words, expressions, etc. included in it are most accurately determined.

Concept (lat. conceptio - understanding, system) - a system of views on something, the main point of view, the guiding idea for highlighting any phenomena; the leading idea, the constructive principle of various activities.

Methodology of scientific knowledge -the doctrine of the principles, forms and methods of research activities.

Review - a document, a text containing systematic scientific data on a topic, obtained as a result of the analysis of primary sources.

Object of study -a process or phenomenon that generates a problem situation and is chosen for study.

Subject of study -what is within the boundaries of the object of study in a certain aspect of consideration.

Principle (lat. principium - beginning, foundation) - the main, starting position of any theory, doctrine, science.

Problem (Greek problema - task, task) - a theoretical or practical issue that needs to be resolved.

Thesaurus (Greek thesaurus - treasure) - a dictionary in which the words of the language are presented as fully as possible with examples of their use in the text.

Thesis (Greek thesis - position, statement) - a statement requiring proof; more broadly, any statement in a dispute or in the presentation of some theory.

Theory (Greek theoria - consideration, research) - a system of basic ideas in a particular branch of science; the form scientific knowledge, which gives a holistic view of the patterns and essential connections of reality.

Fact (lat. factum - done, accomplished) - event, result; knowledge, the reliability of which is proven; sentences fixing empirical knowledge.

The sequence of the course of scientific research

1. Justification of the relevance of the chosen topic:

setting the goal and specific objectives of the study;

definition of its object and subject;

choice of methods (techniques) for conducting research;

description of its process and discussion of the results of the study;

formulation of conclusions and evaluation of the results.

2. Methods of scientific knowledge: observation, comparison, measurement, experiment, abstraction, analysis and synthesis; the historical method, the method of ascending from the abstract to the concrete.

3. Application of logical laws and rules: the law of identity, the law of contradiction, the law of the excluded middle, the law of sufficient reason; rules for constructing logical definitions.

4. Search for information: types of information (overview, abstract, signal, reference); information retrieval methods.

E student work steps in the research process

Before describing the stages of work in the research process, it is necessary to pay attention to certain requirements for the student and teacher who are able and willing to engage in research activities, as well as to the features of the content and presentation of research results.

Consider the content of the stages of the student's work in the research process.

Requirements for participants and features of the study

Requirements for a student	Readiness for research activities (availability of certain knowledge and skills, dissatisfaction with existing ideas). Successful mastering of the main subject material and the desire to go beyond the curriculum
Teacher Requirements	Readiness for research activities. The main function during the study is the coordinator and partner of their students
Peculiarities research	Research activities should not and cannot be massive. It goes beyond the school curriculum. The subject is at the junction of various fields of knowledge. The research problem should be narrow enough, significant for the student. Therefore, it must be chosen by the student himself.
Options for presenting research results	Protection of research results in the exam. Publication in a school magazine or a specially prepared collection of student research papers. Participation in scientific and practical conferences of schoolchildren (school, city, regional, all-Russian, international)

At the first preparatory stage, which lasts no more than a month, it is necessary to determine the field of study - a phenomenon, an era, a process, etc. Further in this area, one should choose a narrowly defined problem, outline the line (course) of research and the working formulation of the topic. Then proceed to collect a variety of information on the research problem. To do this, it is worth visiting libraries, turning to the Internet and other sources. Simultaneously with the collection of information, it is necessary to create a database in which to include excerpts of texts on the research problem, bibliography, and illustrative materials.

At the second stage the student, under the guidance of a teacher, determines the structure of the research work: indicates the relevance of the problem, formulates the goal, objectives, object and subject of research, selects the methods and techniques necessary for its implementation. All this is reflected in the text of the introduction of the research paper.

At the third stagethe student conducts a literature review on the research problem and proceeds to describe its stages, which in the future will form the main part of the research.

And finally on the final stage the student summarizes - formulates the results of the study and draws conclusions. This part is reflected in the text of the conclusion of the research work. In addition, at this stage it is necessary to clarify and finally formulate the topic of the study.

O formulation of research work

The structure of the content of the research work

In any research work, as a rule, there are three main sections: introduction, main part and conclusion.

In the introduction, it is necessary to substantiate the relevance of the research problem. Based on the relevance, it is necessary to determine the object and subject of research. Further, based on the object and subject, the purpose of the study is formulated, and on the basis of the purpose, its tasks are determined.

The object of study is a process, phenomenon, etc., which is being studied, and the subject is a part of the object that can be transformed so that the object changes. In other words, the subject of the study indicates what it is devoted to.

Determining the purpose and objectives of the study often causes significant difficulties. The goal of research activity is usually formulated briefly, in one sentence, and then detailed in tasks. The sequential solution of each problem in the course of the study, in fact, is its separate stage. When formulating a goal, verbs can be used"prove", "substantiate","develop". The last verb should be used if the final product of the study will receive a material embodiment, for example, a video film, a working model or a layout of something, computer program etc. When formulating tasks, it is advisable to use verbs"analyze", "describe", "reveal", "define", "establish".Research tasks should not be too many. Their optimal number is three to five.

The objectives of the research determine its methods and techniques, that is, the techniques and methods used by the researcher. They are treated as common methods scientific knowledge, such as analysis, observation, measurement, comparison, experiment, modeling, etc., and special methods. Examples special methods studies can serve as a method of labeled atoms, statistical and thermodynamic method, spectral analysis (used in physics and chemistry), methods of intervals and mathematical induction (used in mathematics). AT humanities ah, testing, questioning, and interviews are very actively used as research methods. In some cases, highly specific methods are also used, which are usually named after the scientists who developed them. So, for example, in mathematics, Newton's method (the method of tangents) is very effective for solving equations, and the most common method for solving a system of linear algebraic equations is the Gauss method (method of successive exclusion of unknowns); the main methods of hydrodynamics are the Lagrange method and the Euler method (methods for describing the motion of fluids).

The main part of the study contains a review of sources on the research problem, a description of its stages and process.

In the conclusion of the research work, the author lists the results obtained during the study and formulates conclusions. Moreover, the results should be in a logical connection with the objectives of the study, and the conclusions - with the goal. So, if the research objectives are formulated with the words “analyze”, “describe”, “identify”, “define”, “establish”, then the results are given in the following form: “In the course of this study, an analysis was carried out ..., revealed ..., determined ..., installed...".

The conclusions, consistent with the purpose of the study, are formulated approximately in the following form: “Based on the results of this study, it has been proven ... (justified ..., developed ...)”.

Thus, all of the above allows you to identify the logical relationship and interdependence of the goal, objectives, results and conclusion (see diagram); the sequence of presentation of research materials, as well as to choose the methods of research activities necessary for this.

Language, style and structural features

research text

When working on the text of a research paper, it is customary to be guided by the so-called formal-logical method of description. The text of the study has the form of reasoning, the features of which are clarity, clarity and consistency. In research work, it is allowed to use analogies, comparisons, aphorisms that make it more attractive to the reader.

When designing a research paper, a title page, table of contents, introduction, main part, conclusion (conclusions), list of references and other sources are distinguished.

The logical relationship of the goal, objectives, results and conclusion

Sections: Extracurricular work

Features of educational design and research activities.

The activity of designing your own research, which involves the identification of goals and objectives, the selection of principles for selecting methods, planning the course of the research, determining the expected results, assessing the feasibility of the study, determining the necessary resources.

What is the research activity of students?

This is the activity of students associated with the solution by students of a creative, research problem with a previously unknown solution. It assumes the presence of the main stages characteristic of research in the scientific field, according to the traditions accepted in science:

1. formulation of the problem;
2. study of the theory devoted to this problem;
3. selection of research methods and practical mastery of them;
4. collection of own material, its analysis and generalization;
5. scientific commentary;
6. own conclusions.

Any research, no matter in what field of natural sciences or humanities it is carried out, has a similar structure. Such a chain is an integral part of research activity, the norm of its implementation.

How can you classify student work, carried out as a result of project activities.

Problem-abstract - creative works written on the basis of several literary sources; information obtained from people as a result of conversations; data from different sources that require comparison.

Experimental - creative works written on the basis of performing an experiment described in science and having a known result. They are more illustrative.

naturalistic and descriptive creative work aimed at observing and qualitatively describing a phenomenon. May have an element of scientific novelty.

Research - creative work done with the correct scientific point from the point of view of the methodology, which have their own experimental material obtained with the help of this technique, on the basis of which an analysis and conclusions are made about the nature of the phenomenon under study.

What kind of activities will become available to children.

In the process of joint work of children and adults, conditions are created for the formation of the following elements of project activities:

• mental activity: putting forward an idea (brainstorming), problematizing, goal-setting and formulating a task, putting forward a hypothesis, raising a question, formulating an assumption, a reasonable choice of a method or method, activity trajectories, introspection and reflection;
• presentation: construction of an oral report on the work done, the choice of methods and forms of visual presentation of the results of activities, the production of visual objects, the preparation of a written report on the work done;
• communicative: the ability to listen and understand others, express yourself, find a compromise, interact within the group;
• search engines: finding information in catalogs, on the Internet, formulating keywords;
• informational: structuring information, highlighting the main thing, receiving and transmitting information, presenting it in various forms, orderly storage and search;
• conducting an instrumental experiment: organization of the workplace, selection of the necessary equipment, selection and preparation of materials, conducting the actual experiment, observing the progress of the experiment, measuring parameters, understanding and interpreting the results.

That is learning outcome project activities:

1. experience in designing activities by students to solve identified research environmental issues;
2. experience in organizing their activities and the activities of the population aimed at solving local environmental problems;
3. development of a strategy to prevent deterioration and improve the state of the environment.

At each stage, the project proposes tasks related to the implementation of specific practical activities, providing the population with information obtained during research, and organizing active actions to improve the condition of water bodies.

What is educational project for the student.

This is an opportunity to develop your creativity. This is an activity that allows you to show knowledge, bring benefits, publicly present the result achieved. This activity is aimed at solving an actual and interesting problem, formulated by the students themselves in the form of a task, when the result is of a practical nature and is of great practical importance.

Presentation of the results of research activities.

Presentation of the results is a very important part of the project. You can brilliantly present not very weighty information, or you can nullify the result of the work by not properly presenting interesting data, making a bad report.

Preparation for the defense of the results of project activities includes:

1. design of stands, the so-called stand presentation (with photographs, drawings, diagrams, diagrams that clearly represent the essence of the project);
2. preparation of an oral presentation of the project (statement of the problem, the essence of its solution, using visual aids - slides, videos and other technical means);
3. creation of a special folder of documents (“portfolio”), in which the progress and logic of work on the project are presented as fully and conclusively as possible.

Each position is aimed at evoking a lively response from the project participants, evoking their curiosity, interest, and creativity.

When defending the results of their own activities, students demonstrate:

1. knowledge of the content of the problem;
2. the ability to competently present the developed version of its solution;
3. the ability to present the results of the practical activities done, to show changes in the state of the environment and the consciousness of the population;
4. argued and clearly, answer questions, defending the developed position, and accept criticism, which should become a factor in the further development of the project.

Features of registration of results of research activity.

When preparing your materials for a presentation of any kind (speech at a conference, publication of an article, design of materials for participation in a competition, etc.), you should be guided by some rules. Here are some of them.

The construction of the text requires a consistent reflection of such stages of work as the identification and evaluation of the existing problem situation, goal-setting, setting research objectives, choosing the methods and techniques necessary for the implementation of the study, presenting the results obtained in the form of processed primary information (tables, graphs, diagrams, etc.), analysis and generalization of these results, conclusions.

With a large amount of information received, it can be difficult to arrange the experimental data concisely, on 3-5 pages of text, as is often required for a presentation. In this case, you should try to group all the results into logical blocks, summarize them in tables or graphs, highlight the most important results, identify patterns, and present the rest in a generalized form or arrange them in the form of applications.

It is unlikely that your research can be quickly completed. As a rule, the process of working on a project generates new ideas, the implementation of which may require significant resources and time. This is a natural process, as it should be. Your task is not to postpone the preparation of the report due to new circumstances, but to make a short stop “to catch your breath” and “look around”. Limit yourself to the results that have already been obtained in the most advanced area of ​​work, generalize them. You can leave the unfinished stage for further work as a backlog. It will even be good if at the end of your project report there is a plan for the further development of the project.

Criteria for evaluating results.

The criteria for evaluating the performances of children based on the results of research work are:

1. scientific character (correct use of terms, use of methods that provide reliable results, etc.);
2. originality (implementation of original ideas, etc.);
3. independence (the teacher is only a consultant, "leading master");
4. presentation culture (language, manners, intelligibility of presentation, visibility, quality of design);
5. reasoned conclusions;
6. references to literary sources.

What is to be assessed?

Any level of results achieved is worthy of a positive assessment. Subject to assessment:

1. the significance of the problem to be solved by the project;
2. complexity, completeness and scope of the research;
3. compliance of the project with the stated topic, the depth of the study of the problem;
4. the degree of creative participation of schoolchildren in research;
5. the degree of independence in the implementation of various stages of work on the project;
6. practical use of subject and general school knowledge, skills;
7. the amount of new information used to complete the project;
8. the degree of understanding of the information used;
9. level of complexity and degree of mastery of the methods used;
10. originality of an idea, a way to solve a problem;
11. understanding the problem of the project and formulating the goal of the project or research;
12. the level of organization and presentation;
13. possession of reflection;
14. creative approach in the preparation of visual presentation objects;
15. social and applied significance of the obtained results.

Works that compare the results of their own research and data obtained by other groups of schoolchildren, students, scientists are welcome, a comparative study of the methods used in different research groups is carried out.

The main content of the speech should reflect the essence, personal contribution to the study, the main results: the novelty and significance of the results. The speaker builds his speech on the basis of reading (preferably retelling) a previously prepared text. The speaker must understand that in a certain time he must understand that in a certain time he must present information that can expand the existing boundaries of the ideas of the conference participants on the topic of the study.

The student-researcher should set himself the task of preparing the content of the report and arguing the answers to the questions so that they can be understood by a wide range of people. All this will contribute to a favorable impression and disposition towards the speaker on the part of those present at the conference.

2. Sample public speaking plan

Items	Options
1. Greeting	"Good afternoon!" “Dear chairman (leader) of the conference! Dear members of the commission and those present!
2. Representation (name, class, etc.)	"My name is ... I am a student (student) ... of a class, school (gymnasium, lyceum ...) No. ..., city .... "
3. The purpose of the speech	“The purpose of my presentation is to provide new information on the topic of my research in the field of...”
4. Topic name	"Theme Name"
5. Relevance	"The relevance and choice of topic are determined by the following factors: firstly, ..., secondly, ..."
6. Briefly about the goal and how to achieve it	“The purpose of my research is ... the main tasks and ways to solve them: 1..., 2..., 3...”
7. Briefly about the new results of the study	“In the course of the study, the following new results were obtained: acquired new knowledge of the following nature: ..., new hypotheses and ideas have been put forward: ..., new problems (tasks) have been identified”
8. Conclusions from the results of the study	“Based on the study and the results obtained, the following conclusions can be drawn: 1..., 2..., 3...”
9. Briefly about the next steps on this topic	“I believe that this topic has prospects for development in the following areas: 1..., 2...”
10. Thank you for your attention	“Thank you for your attention to my performance”
11. Answers to questions	“Thank you (thank you) for the question... a) My answer... B) I, unfortunately, do not have an answer, because consideration this issue was not within the scope of my research.
12. Thanks for the interest and questions on the topic	“Thank you for your interest and questions on the topic of my research. All the best"

3. About the form of public speaking

The success of a student-researcher at a conference largely depends on the form. The speaker should be aware that the perception and understanding of the proposed new information by the conference participants is largely determined by the form of contact with the audience and the form of presentation of the research results. The speaker's presence of courage (in the best sense of the word), as a rule, creates a positive emotional atmosphere for all conference participants.

4. Factors affecting the success of the speech

Before, during and after the presentation at the conference, the speaker needs to take into account the significant factors directly related to the form of the speech - this appearance and the speech of the speaker, the demonstration material used, as well as the forms for answering questions during the discussion.

Presenter appearance

• Clothes - clean, elegant, businesslike, comfortable, should not be full of flowers.
• Hairstyle is neat.
• Facial expressions reflect confidence and friendliness towards the audience.
• The figure is taut: the back is straight, the shoulders are deployed.
• Movements - free, confident, smooth, non-aggressive.

Speech

• Loudness - accessible to the perception of words by distant listeners, but without screaming and anguish.
• The pronunciation of words is intelligible, clear, confident, complete (without swallowing endings), with the correct literary stress.
• The pace is slow in significant areas of information, medium in the main presentation, fast in supporting information.
• The intonation is friendly, calm, convincing, expressive, without ironic or offensive shades.

Demo material

• Devices, models, designs and other visual objects.

Visual objects and actions on them are an effective means of successful interaction with those present. The speaker needs to provide in advance a place for placing visual objects.

When demonstrating the work of objects or conducting experiments, the speaker must observe the safety of people's lives, as well as the integrity and cleanliness of the room.

As an example, a description of the methodology for carrying out one of the works performed by the students of our school.

Study of the ecological structure of aquatic biocenosis and morphophysiological features of hydrobionts in connection with their habitat conditions.

Objective: to get acquainted with the species composition of the aquatic fauna: to identify the features of the adaptability of animals to the aquatic lifestyle and structural features of different ecological groups.

Materials and equipment: A) for field research: a hydrobiological net, a plankton net, a boat and a bottom grab (if these are not available, it is possible to collect bottom animals with a hydrobiological net), tweezers, large photographic cuvettes (2-3 pcs.), 2-3-liter jars with gauze covers (4-5 pcs.), rope (10 m), bucket, field guides for aquatic animals. B) for cameral research: microscope, slides and coverslips, dissecting needles, tweezers.

Hydrobionts - inhabitants aquatic environment- it is customary to subdivide into at least three ecological groups: planktonic organisms - unicellular and multicellular animals and plants small sizes(algae, protozoa, some small worms, larvae of some hydrobionts, etc.), freely floating in the water column and not capable of active movement (perform only vertical migrations and cannot resist even weak currents, waves, etc.); nekton organisms - inhabitants of the water column, capable of active movement (fish, aquatic mammals, some invertebrates); benthic organisms - inhabitants of the bottom (larvae of amphibious insects, crustaceans, some vertebrates). All these ecological groups have character traits adaptation to their environment.

Working process

Field studies:

1. Select a section of the reservoir, write down the initial data in the diary.
2. Using a hydrobiological net, smoothly passing it under water near aquatic vegetation, collect aquatic nekton animals. Put the catch into a photocell and examine it by placing some animals in a jar of water.
3. Using the same net or boat and bottom grab, get bottom dwelling animals (benthos). The bottom grab is lowered on a cable (rope) from the boat, while measuring the depth. If a net is used, then it is driven along the bottom surface, collecting benthic organisms along with the silt. The catch is placed in a photocell and carefully dismantled. Some animals are placed in a jar of water.
4. After straining 10 buckets of water through a plankton mesh, collect plankton, which is placed with part of the water in a separate jar.
5. Considering external structure each ecological group, to identify features of adaptability to their environment.
6. Draw in the workbooks representatives of each environmental group.
7. Conduct observations on the movement, respiration and nutrition of hydrobionts. Record the results of the observations in the field diary.

Cameral research:

1. Examine and identify planktonic organisms under a microscope by preparing micropreparations. Draw typical representatives.
2. Compose several food chains of aquatic biocenosis.
3. Determine the percentage of zooplankton and phytoplankton in the sample.
4. Make a general conclusion.

Applications for work:

1) Ecological marathon “Clean water is for everyone!”(Appendix 1);

2) Resource psychotraining "House of my soul"(Appendix 2);

3) Role play "Nutrition, food production and a healthy lifestyle"(