FROM RESEARCH COMPETENCE TO RESEARCH CULTURE: CHALLENGES AND PROSPECTS OF PROJECT-BASED LEARNING IN UPPER SECONDARY NATURAL SCIENCE CLASSES

Abstract

The article addresses the problem of developing research culture among upper secondary school students enrolled in natural science-oriented classes. The relevance of the study is determined by the requirements of contemporary educational policy documents aimed at fostering meta-subject learning outcomes, learner autonomy, and scientific thinking. Based on an analysis of philosophical, psychological, and pedagogical approaches, the essence of the concept of research culture is examined, and a distinction is drawn between the notions of research culture and research competence. The significance of project-based learning is substantiated as a key means of developing research culture among upper secondary school students. An authorial definition of the research culture of students in natural science tracks is proposed, taking into account the specifics of specialized education and the age-related characteristics of upper secondary learners. The study concludes by emphasizing the need to develop a comprehensive pedagogical model for fostering research culture in the context of contemporary schooling.