JUNIOR PROFESSIONAL BACHELORS’ RESEARCH COMPETENCE DEVELOPING WHILE STUDYING THE FUNDAMENTALS OF NATURAL SCIENCES

The issue of developing the student research competence through the discipline "Foreign Language" is explored. This competence is one of the requirements for mastering a training program at the undergraduate level. Having mastered it the student is expected to be able to search, critically analyze and synthesize information, apply a systematic approach to solving assigned problems. The study identified the relevance of this competence in the training of future specialists in scientific, natural and technical directions in accordance with the Federal State Educational Standard for Higher Education ++ and the competences required for mastering by students. A detailed consideration of the concepts "competence" and "competency" is considered necessary to determine the correct expected learning outcomes. The former incorporates more abilities than knowledge, abilities and skills while the latter requires experience and a personal attitude towards the actions performed, which may not be enough for students at the initial stage of training. Definitions revealing the nature of "competence" highlight such parameters as educational preparation, awareness, knowledge and experience, productive performance of activities, etc. "Competency" is described with such traits as application of appropriate knowledge, specialist qualifications, making responsible decisions, etc. The overview of scientific and pedagogical literature on the concept "research competence" allowed us to determine its certain typical components: work with scientific sources of information, comprehension and critical analysis of the information received, the ability to present the research results, ability to explain and prove the correctness of one’s position, etc. The authors offer an overview and analysis of the existing measures and teaching practices for the formation and development of research competence in domestic and foreign universities. Along with the significance of developing research competence, there is also a need to create a learning environment that could support the development of research skills within appropriate organized situations. In fact, in order to develop research competence in the learning process, it is necessary to include systematically tasks for the development of all skills that make up the competence under discussion: tasks for searching, analysis, comparing information, brief presenting the information obtained, discussing what has been read, developing critical thinking. To solve this problem, the potential of the "Foreign Language" discipline is used both to prepare students for intercultural communication and to search and select relevant information that they can use for their general development, educational purposes, the development of skills such as analysis, comparison, critical perception of information. Adequate organization of classroom and extracurricular work, creation of appropriate conditions and involvement of students in research activities are considered to be the key approach to solving the problem. In this connection, the learning process is based on a personal-activity approach, which allows students to be involved in research, communication, analytical and creative activities. Many specialists’ works demonstrate the effectiveness of the research competence development through active studying and research activities; organization of seminars, clubs; publications based on the results of the students’ coursework, final qualification papers, creative projects. Based on our practical experience, the given issue proposes tasks and forms of quasi-research activities contributing to the mastery of research competence. The article conveys our experience of implementing research quests in English held in the research library of our educational institution and organizing lessons, including elements of information search, its analysis, comparison and presentation of the results in a group. To carry out such activities, we elaborated a scenario involving students into research activities with problem tasks that require the activation of search, analytical skills, as well as the ability to work in a team. The survey, observation and analysis of classroom and extracurricular activities allowed us to evaluate students’ awareness about the research activities of both the students themselves and the university as a whole, as well as to probe the ways to motivate students’ involvement in such activities, allowing them to make discoveries and analyze the data obtained. Theoretical analysis of the thematic material and practical application of the proposed techniques made it possible to highlight the possibility and necessity of developing research competence in the study of a foreign language, both when studying educational topics in class, and when participating in large-scale university events such as conferences, club debates, quests.

The formation of research skills among students is one of the main tasks of modern higher education. A future teacher must possess research skills, demonstrate critical and analytical thinking, facilitate the development of students' research competence, and be able to identify a problem in the learning process and solve it using scientific methods. To develop these skills, it is necessary to organize training that requires the use of a research approach, taking into account factors that will maximize the students’ involvement in an active scientific research process. In this article, the authors attempt to identify the most significant factors contributing to the development of students' research competence, such as mentorship, the presence of prior research experience, awareness of the importance of scientific activity, understanding its practical relevance for future professional work, as well as personal research interest. The survey results showed that, despite the existing interest in scientific research work, students often do not participate in it due to various subjective and objective circumstances. This gives reason to believe that when organizing scientific work at the university, namely in the process of forming students’ research competence, it is necessary to take into account the above-mentioned characteristics. To study this problem, a review of domestic and foreign psychological and pedagogical literature on the research topic was done, as well as empirical (survey) and statistical methods of analysis (Pearson’s χ2 test, Cramer’s V) were used. Based on the results obtained, the authors developed recommendations for engaging students in research activities through specially organized events, a system of financial incentives for students, and the implementation of practice-oriented learning.

The article considers the relevance of quality training of future teachers of natural sciences in modern conditions, which is due to the processes of reforming all links of the education system, global changes in the European labor market, the development of world science and pedagogical practice, as well as the shift of emphasis from the accumulation of knowledge to the mastery of methods of activity. The main strategic tasks and requirements for the quality of the educational process and the professional level of modern teachers are analyzed. The need for future teachers to master new functions, new content of activities, search and introduction of modern methods of teaching and learning was determined. Special attention is paid to the formation of ten key competencies among graduates of general secondary education institutions. The article deals with scientific studies of the problems of the individual's scientific research activity, which focuses on the formation of research skills in various categories of subjects. The importance of the formation of scientific-research competence in the system of training future specialists, researched by many Ukrainian and foreign scientists, is emphasized. The multidimensional process of scientific research activity in the formation of the personality of future technology teachers, which includes the development of research skills, independence and competences, is analyzed. The essence and theoretical justification of the students' research activity is defined, which involves the analysis of the concepts «scientific activity» and «research activity», especially in the context of the organization of such activity in higher education. The distinction between the concepts of «scientific activity», «scientific-organizational activity», «scientific-pedagogical activity» and «scientific-technical activity» is outlined. It is emphasized the need to refer to the reference-source base to clarify the specifics of the interpretation of the term «scientific-research activity».  The article examines the importance of research activity in the context of personality formation of future technology teachers. The role of innovative learning technologies, such as problem presentation, heuristic methods, game methods and case methods, in the development of critical thinking, research skills and independence of students is analyzed. The growing importance of information and communication technologies in education requires from future teachers the ability to critically evaluate and use online resources to ensure the quality of learning and active scientific research. The training of future technology teachers should include the development of skills to work in a hybrid research environment, using both traditional and digital resources. Developed research competence is a key aspect of improving the quality of the educational process and includes a system of motives, states, special attitudes, research knowledge, skills and abilities. 

The issue of the development of research skills and the organization of research activities of students of higher education institutions is multifaceted. Currently, one of the leading global trends in university education is the integration of the research component into the process of training of future specialists. The purpose of the article: to consider the features of professionally oriented scientific and research activity of students. Research methods applied: theoretical analysis of scientific sources on the issue of scientific and research work as an important component of the training of higher education institutions students; critical and analytical analysis of concepts, theories, and methods. Professionally oriented research work includes observation, study of facts and phenomena of professional reality; awareness of professional issues, their analysis; developing a goal and setting tasks; proposing hypotheses, choosing research methods; theoretical problem solving; and evaluation of the obtained results by the goals set. The main functions of professionally oriented research activity are: social; intersocial; systemic; integrative; modeling; information; communicative; technological; motivational; developmental; and reflexive. The outlined content of the functions of the research activity allows us to distinguish and analyze certain personal qualities, as well as several research and professional knowledge, abilities, and skills. An important component of research activities is an emotional attitude to the R&D. The search for approaches to solving the task is additionally regulated by emotional assessments that are formed as a result of the task and can change repeatedly. Awareness of future professional activity is decisive: the activity of students in scientific research depends on how they imagine their profession and whether they consider the skills of research work as a component of specialist competence. A necessary quality of researchers is sociability and independence.

Research competence is an important component of the professional competence of a foreign language teacher, is a condition for its development and implementation of the teacher to work. The problem of preparing students for research activities is very relevant. The study of students’ readiness to carry out research reveals significant shortcomings: insufficient knowledge of the methodology of research activities, the role of research work in the process of becoming a teacher’s personality. The predominant use of information-receptive, reproductive methods in working with students and the insufficient use of active ones leads to the fact that students cannot apply knowledge in an unfamiliar situation when solving research tasks that require a non-standard approach. Cognitive interests and motives of research activity are not purposefully formed either. The formation of students’ research competence is based on the optimally acceptable levels of formation of all components of research competence: students’ motivational readiness for research activities; students’ theoretical readiness for research activities; students’ technological readiness for research activities; students’ productive readiness for research activities. The model of formation of the research competence of future foreign language teachers and the program of its implementation, tested experimentally, have shown high efficiency and can be used in the pedagogical process of the university. Thus, the results of the study of the formation of research competence in future teachers of a foreign language allow us to consider its tasks solved, and the hypothesis confirmed. At the same time, the conducted research does not pretend to solve all the issues related to this problem. These are, first of all, issues of continuity of students’ training at different levels of research activity.

Cultivating high-level medical professionals with research competence and innovative thinking is a key issue in modern medical education, particularly in the field of basic medical sciences. Traditional lecture-based models focus on theoretical knowledge but often fail to provide authentic research engagement opportunities, which are crucial for developing scientific inquiry and critical thinking. This study proposes and implements the "research-driven course" concept in a graduate immunology course at Harbin Medical University. The aim is to enhance students' research skills and innovative thinking through a research topic-driven teaching model, which combines theoretical learning with practical research applications. The curriculum reform involved a comprehensive redesign of the curriculum structure, teaching methods, learning strategies, and assessments. Students selected research topics related to current immunological advancements and, under faculty mentorship, first constructed a knowledge framework in immunology based on these topics. Following this, students engaged in literature reviews, peer discussions, and presentations. The course integrated Problem-Based Learning (PBL) and seminar-style teaching, with assessments including seminar presentations, written assignments, and group discussions to evaluate both students' theoretical knowledge and research competencies. The reform significantly improved students' mastery of immunological knowledge and research abilities. Students demonstrated enhanced critical thinking and innovation skills, improving their ability to design original and feasible research topics. Their academic writing and problem-solving skills also showed significant improvement. Notably, student participation increased, and there was a marked rise in independent learning and engagement in research activities. Students reported stronger connections between theoretical knowledge and practical research applications. Additionally, students' overall competencies improved, particularly in time management and academic expression. This research topic-driven curriculum reform effectively bridged the gap between theoretical knowledge and research practice, significantly enhancing students' research competence, critical thinking, and innovation. The model significantly increased student engagement, promoted independent learning, and provides a transferable framework for curriculum reforms in other foundational medical disciplines.

The paper identifies the main directions of research activities the future teachers of geography in the study the cycle of the Earth sciences. It is emphasized, for the future teacher of geography the complex of earth sciences takes a leading place in the system of their vocational training and it is basis of their special subject education. The complex of educational disciplines, combining the sciences of the Earth, includes ones such as: "Geology", "Climatology", "Hydrology", "Geomorphology", "Cartography", "Geography of Soils", "Biogeography", "Landscape study", "Geoecology", "Physical geography of mainlands and oceans", "Physical geography of Ukraine", "Regional geography", etc. The goals and general content of these disciplines are revealed; the logic and order of their study are shown. It is substantiated each of these disciplines has a well-organized structure, supported by working programs, teaching materials and training aids, qualitatively new computer-oriented textbooks, atlases, and additional literature. It is analyzed the main forms of the organization of the educational process in the study of the disciplines of the cycle of the Earth sciences; these are namely - lectures, laboratory and practical classes, field practice. It is accentuated on the basic methods of involving students in research activities while the study of physical-geographical disciplines, on the types of research work of students in the classroom and out-of-class time. Modern types of research lectures are described; the contents of laboratory and practical classes using the search methods of students' educational and scientific work are given; the types of field practices in physical geography and the main directions of students' field research are listed; the approaches to the organization of course studies of future teachers of geography are disclosed. The author also serves the system of research work of future teachers of geography while extracurricular time on the example of the experience of Krivoy Rog State Pedagogical University. It is concluded the special work on the part of teachers is need; such one for to shaping a high level of motivation, students' research competence and targeted involvement of students in activity-based modern methods, forms, techniques and technologies for organizing scientific research.

Background. The paper focuses on the urgent problem of foreign language vocational training of prospective specialists and its significance in students’ research activities. Nowadays, the current concept of teaching foreign languages at non-linguistic university training emphasizes the teaching system combining vocational training and language acquisition. In other words, it is crucial to consider the competencies for prospective occupation and the ability of students to use their professional language skills in a dynamically changing environment. Based on the modern standards of higher education, with an emphasis on project and research activities, the programs of teaching foreign languages consider the student’s research activities one of the most important motivation tools for mastering a foreign language. These activities allow students to creatively apply the achievements of scientific and technological progress in practice. Purpose. The aim of the research is to present a description of the structure of the electronic educational environment of the university and to identify the specifics of foreign language teaching for research activities of students. Materials and methods. The competence approach, in particular foreign-language professional-oriented competence, is considered as the methodological basis of the study. Achievement of the set research goal was carried out on the basis of theoretical and methodological analysis, systematisation and generalisation of scientific literature on the given problem. Quantitative indicators were used as an element of describing the dynamics of changes in the educational environment of the university. Using the given methods, the students should obtain foreign language competencies, including the extensive application of electronic educational resources and research skills. We described the approaches to organizing the teaching process, focusing on the concept of a computer-based environment, including electronic educational resources. Results. The experience of Sevastopol State University (Sevastopol, Russia) serves as an example of the positive experience of the electronic educational environment, which underlines the scientific novelty of the study. Practice shows that using an electronic educational environment is essential in engaging students in research activities. Such an environment promotes the formation of creative skills among students and increases the level of their vocational training.

The main problem faced by the specialists of education management in determining the goals of regulation and development of students’ research activities is the imperfection of the evaluation mechanisms of scientific training at the university. The model includes the development of motivational, activity and evaluation components. This article focuses on the design of assessment component of students’ research activities. Assessment component of pedagogical system under consideration, i.e. in a technical university, includes the proposed results and the criterion indicators; mechanisms for diagnosis and improvement methods of students’ research activities. As projected results there may be: a model of high school graduate, the place of research competence in it, a model of research competence, a model of the scientific information environment of high school (resource potential). Depending on this, criteria indicators can serve as an increment of competencies in the composition and performance as well as resource potential of students research work. The purpose of the proposed research is to develop a mathematical model of research activities effectiveness of the technical students. This article discusses the possibility of using the conceptual and methodological apparatus of pedagogical qualimetry in studying the process of scientific training of students. In the article the possibilities of using pedagogical qualimetry terms and methodology in the study of students’ research process are observed. Diagnostics technique is offered to evaluate the efficiency of technical university students’ research efficiency. The result and index of students’ research system development are specified. As a result of the experiment, main components of students’ research competence and their weighting values are revealed. Linear mathematical model which allows diagnosing student’s research efficiency is constructed. Minimum (L min = 33.75), maximum (L max = 101.25) and threshold values of diagnostic assessment and their indicators are presented. This model is a basis for the test software which can be used further in practice.

The research competence of future teacher-psychologists is a set of skills and knowledge that play a crucial role in their professional activities. Teacher-psychologists should not only have theoretical knowledge but also be able to apply various psychological methods and research approaches. They conduct scientific research to study the psychological conditions of students in schools and other educational institutions, identify changes, and detect developmental problems. This article examines the significance of research competence for future teacher- psychologists. These skills enable them to address various psychological issues, develop scientific perspectives, apply effective methods and approaches, and contribute to improving the quality of the educational process. In modern society, education should not be limited to academic knowledge alone but should also focus on the personal and social development of students. Therefore, the need to develop research competence in future teachers and psychologists is becoming increasingly evident. Research skills are an essential part of the professional activities of teacher-psychologists, enabling the improvement of educational methods. The purpose of the article is to study the role of research competence in education and psychology and suggest ways to develop it.

Student research activity is one of the most important forms of the education and the driving force of quality assurance activities. Ukraine has developed a regulatory and legal framework that ensures high-quality research work, which should meet the needs of future specialists in intellectual and professional development and increase their professional competence. The involvement in research work requires, first of all, gaining deep theoretical and practical knowledge in medicine, well-designed extra-curricular activities to guide students in their mastering methodology of scientific research and developing research skills, and university promotion. The experience of Poltava State Medical University convincingly proves that the most effective means of improving the quality of training is the regular active involvement of students in research activity. The role of scientific knowledge in higher education is decisive, since the active participation of the teaching staff in fostering research skills makes it possible to demonstrate the latest scientific achievements and their practical application. Structured research activities, woven into the medical school curriculum provide an opportunity to evince the intellectual potential of both students and educators, to contribute to deeper investigation of medical problems, to master the methods of scientific investigation, and to realize the importance of such activity in increasing one's competitiveness in the labour market. This approach also contributes to better comprehension of professional information, to develop mindset associated with high professionalism.
 Pathophysiology as a discipline is at the junction of theoretical and clinical disciplines that serves as a wide background to meet the diversity of students’ scientific demands and interests. Involving students into structured research activities not only promotes gaining special knowledge, but also builds up ethical and deontological foundations of future successful medical research career; enhances team spirit and cooperation between students and educators. This interaction enables in clearly stating their focus and research question, engaging in an adequate critical discussion of the strengths and weaknesses of the study methods, and offering conclusions that are properly qualified in the scope given the evidence gathered and analyzed. This department is proud to maintain a high university rank on student research results performance among the non-clinical departments. The culmination of knowledge in this developmental trajectory can reinforced and extend other aspects of high quality training.

In the given article the theoretical basis of forming future teachers’ scientific-research competence is observed. The following notions as «Research», «competence», «research competence» are defined. The structure and types of competence in teachers’ scientific works are defined from the scientific theoretical point of view. The research questionnaire according to the future teachers’ scientific competence are held and it has been analyzed. The students’ skills in mastering the scientific competence are identified (set goals, search, plan, conduct research, analyze, summarize, conclude, draw up results). The opportunities are opened for students to master the scientific competence, combine theory and practice in their future professional pedagogical activities. The research object was to research the requirements for the specialists who master the scientific competence and modern education system. In forming the pedagogical professional basis the students’ scientific, creative, inquisitive, research competence are scientifically substantiated.

This article delves into the critical role that medical research plays in the education and training of future physicians. Medical research is indispensable for the accurate diagnosis, effective treatment, and prevention of diseases, making it a cornerstone of modern medical practice. The involvement of medical students in research activities not only equips them with vital skills but also shapes their professional identity and ethical framework. Participating in medical research enhances students' critical thinking and analytical skills. It immerses them in the latest scientific advancements, ensuring they stay abreast of new developments in the medical field. This exposure fosters a scientific mindset, encouraging students to approach clinical problems with a research-oriented perspective. Moreover, engaging in research cultivates a sense of ethics and professionalism, which are essential qualities for any medical practitioner. The author advocates for the integration of medical research into the medical education curriculum. This integration can be achieved through various means, such as practical sessions, involvement in scientific projects, participation in conferences, and opportunities for publication. Practical sessions provide hands-on experience, allowing students to apply theoretical knowledge in real-world scenarios. Scientific projects, whether individual or collaborative, encourage in-depth exploration of specific medical issues, fostering a deeper understanding of the subject matter. Conferences serve as platforms for students to present their research findings, engage with peers and experts, and receive constructive feedback. This interaction not only broadens their knowledge but also enhances their communication and presentation skills. Publications, on the other hand, offer students the opportunity to contribute to the body of medical knowledge, gaining recognition for their work and encouraging a culture of continuous learning and inquiry. The integration of research into the educational process is not just about acquiring knowledge; it is about shaping a new generation of physicians who are well-equipped to utilize scientific advancements in their practice. By embedding research into the curriculum, medical schools can prepare students to become highly qualified doctors who are adept at applying research findings to improve patient health outcomes.

Введение. Обоснована актуальность проблемы реализации независимой оценки профессиональных компетенций будущих учителей начальных классов по дисциплинам методического блока. Выполнен анализ профессиональных стандартов к функциям специалиста, в том числе и в области педагогической деятельности. Исходя из этого, определена роль изучения прикладных дисциплин в процессе освоения обучающимися профессии «учитель начальных классов». Также выполнен анализ содержания учебных планов по направлению подготовки 44.03.05 «Педагогическое образование (с двумя профилями подготовки)», по результатам которого можно сделать выводы об увеличении количества дисциплин и практик в области предметно-методического модуля. Материалы и методы. С помощью анализа содержания нормативно-правовых документов начальной школы описано состояние проблемы реализации независимой оценки профессиональных компетенций будущих учителей начальных классов, определено направление, в котором, в первую очередь, необходимо разрабатывать методы этой оценки. Кроме этого, представлены профили дисциплин, по которым предложено оценивание профессиональных компетенций обучающихся: Педагогическое образование (с двумя профилями подготовки). Направленность (профили): Начальное образование. Управление начальным образованием; Педагогическое образование (с двумя профилями подготовки). Направленность (профили): Начальное образование. Английский язык; Педагогическое образование (с двумя профилями подготовки). Направленность (профили): Начальное образование. Дошкольное образование). Также перечислены дисциплины, в содержании которых необходимо начинать подготовку к форме оценивания профессиональных компетенций, основной из которых обозначен демонстрационный экзамен. Результаты. Представлено обоснование использования демонстрационного экзамена в качестве способа реализации независимой оценки профессиональной компетенции будущих учителей начальных классов, описаны функции демонстрационного экзамена по отношению к обучающимся, а также разработана примерная структура подготовки к нему. Например, в структуру могут входить следующие этапы: определение оценочных средств демонстрационного экзамена, разработка заданий (кейса) в содержании билетов демонстрационного экзамена, разработка карты оценки результатов демонстрационного экзамена. Обсуждение. В качестве содержания этапов подготовки к разработке демонстрационного экзамена представлено описание оценочных средств в рамках дисциплин методического блока. Например, можно предложить рассмотреть компетенции в соответствии с содержанием ФГОС ВО и Основной профессиональной образовательной программой по направлению подготовки 44.03.05 «Педагогическое образование (с двумя профилями подготовки)» и соотнести их с выбранными дисциплинами. Если составлять содержание возможных заданий экзаменационных билетов, то предлагается разделить их на два блока, а при разработке карты оценки результатов включить в ее содержание совокупность критериев по закрепленным за выбранной дисциплиной компетенциям и требований, предъявляемых к заданиям экзаменационного билета. Заключение. Приведены доказательства необходимости реализации демонстрационного экзамена в современной концепции подготовки кадров в области начального языкового и литературного образования, определена роль участников образовательных отношений при использовании этой формы оценки результатов обучения, описаны предполагаемые итоги представления выполненных экзаменационных заданий по дисциплине методического блока. Кроме этого, определена важность практической направленности демонстрационного экзамена, создания условий, приближенных к реальной педагогической деятельности, реализации научного аспекта данной работы. Ключевые слова: профессиональные компетенции; демонстрационный экзамен; русский язык; методика обучения русскому языку; обучающиеся; младшие школьники; педагогический университет; будущий учитель; будущий учитель начальных классов. Основные положения: – определены проблемы реализации независимой оценки профессиональных компетенций будущих учителей начальных классов в области дисциплин методического блока; – сформулировано обоснование использования демонстрационного экзамена как одной из наиболее эффективных форм оценки профессиональных компетенций будущих учителей начальных классов; – обозначены функции, примерная структура и этапы реализации демонстрационного экзамена в рамках дисциплин методического блока на примере методики обучения русскому языку и литературе в начальной школе. Introduction. The article substantiates the relevance of the problem of realization of independent assessment of professional competencies of future elementary school teachers in the field of disciplines of methodological block. The analysis of professional standards in terms of requirements to the functions of a specialist, including those in the field of pedagogical activity, has been carried out. On this basis, the role of studying applied disciplines in the process of mastering the profession of “elementary school teacher” was determined. Also the content of curricula for training direction 44.03.05 “Pedagogical Education (with two training profiles)” is analyzed, according to the results of which it is possible to draw conclusions about the increase in the number of disciplines and practices in the field of subject-methodical module. Materials and methods. The of analyzing the content of normative and legal documents of elementary school, the state of the problem of realization of independent assessment of professional competencies of future elementary school teachers is described, the direction in which first of all it is necessary to develop methods of this assessment is determined. In addition, the profiles, in the content of disciplines for which the assessment of students' professional competencies is proposed, are presented: Pedagogical Education (with two training profiles). Direction (profiles): Elementary education. Management of primary education; Pedagogical education (with two training profiles). Direction (profiles): Elementary education. English Language; Pedagogical Education (with two profiles). Direction (profiles): Elementary education. Preschool Education). Also listed are the disciplines, in the content of which it is necessary to begin preparation for the form of assessment of professional competencies, the main of which is designated demonstration exam. Results. As the results of this research work, the rationale for using the demonstration exam as a way to implement independent assessment of professional competence of future elementary school teachers is presented, the functions of the demonstration exam in relation to students are described, and an exemplary structure of preparation for the exam is developed. For example, the structure may include the following stages: defining the assessment tools of the demonstration exam, developing tasks (case study) in the content of the demonstration exam tickets, and developing a map for evaluating the results of the demonstration exam. Discussion. As the content of the stages of preparation for the development of the demonstration exam the description of assessment tools within the disciplines of the methodological block is presented. For example, it can be proposed to consider the competencies in accordance with the content of FSES HE and the Basic Professional Educational Program in the direction of training 44.03.05 Pedagogical Education (with two training profiles) for the selected disciplines. If we consider the content of possible tasks of the tickets, it is proposed to divide them into two blocks, and when developing a scorecard to include in its content a set of criteria for the competencies assigned to the selected discipline and the requirements for the tasks of the examination ticket. Conclusion. The evidence of the necessity of realization of the demonstration examination in the modern concept of training in the field of elementary language and literature education is given, the role of the participants of educational relations in the use of this form of assessment of learning outcomes is defined, and the expected results of the presentation of the completed examination tasks in the discipline of the methodological block are described. In addition, the importance of the practical orientation of the demonstration exam, the creation of conditions close to the real teaching activity, the realization of the scientific aspect of this work is determined. Keywords: Professional competencies; Demonstration exam; Russian language; Methodology of teaching Russian language; Students; Junior schoolchildren; Pedagogical university; Future teacher; Future elementary school teacher. Highlights: The problems of realization of independent assessment of professional competencies of future elementary school teachers in the field of disciplines of methodological block have been determined; The substantiation of using the demonstration examination as one of the most effective forms of assessing professional competencies of future elementary school teachers was formulated; The functions, approximate structure and stages of realization of the demonstration examination within the disciplines of the methodological block on the example of the methodology of teaching Russian language and literature in elementary school are outlined.

The training of modern teachers in higher education through the adaptation of future biologists to scientific and practical activities, self-improvement, integration of education and science, their involvement in cognitive and research activities is a modern requirement. This article presents the results of scientific and pedagogical research, reflecting the organization of research activities of biological students and the stages of research, the role of COOPERATIVE LEARNING in the development of research skills. In the process of researching on the topic, empirical, statistical methods, scientific and laboratory methods and the pedagogical experience of the object of study, a self-assessment map were used. As a result of the research, the research work allowed students to develop their thinking, make them scientific research, and present new thoughts. Using the method of COOPERATIVE LEARNING, students analyzed, processed, summarized, systematized scientific information, and solved a specific problem. Thus, students' research, personal, and cognitive abilities were developed. As a result of research, the importance of teaching and research activities of biological students during laboratory workshops was revealed. In the discipline of vertebrate zoology on the topic «Internal structure of bony fish and amphibians, students were presented with a laboratory and developed research skills. The results of scientific research can be used as methodological guidelines when students master research work of the vertebrate zoology.