Research Work in the Educational and Cognitive Activities of School Students

Sandugash Jarylkapova; Zhumagulova Kalampyr; Aidarbayeva Doktorkhan; Maimatayeva Asiyya; Junussova Raushan

doi:10.23947/2334-8496-2026-14-1-077-085

Authors

Sandugash Jarylkapova Abai Kazakh National Pedagogical University, Almaty, Kazakhstan https://orcid.org/0000-0003-0691-8798
Zhumagulova Kalampyr Abai Kazakh National Pedagogical University, Almaty, Kazakhstan https://orcid.org/0000-0001-5422-5270
Aidarbayeva Doktorkhan Abai Kazakh National Pedagogical University, Almaty, Kazakhstan https://orcid.org/0000-0002-5081-1720
Maimatayeva Asiyya Abai Kazakh National Pedagogical University, Almaty, Kazakhstan https://orcid.org/0000-0002-4256-0802
Junussova Raushan Abai Kazakh National Pedagogical University, Almaty, Kazakhstan https://orcid.org/0000-0002-1256-7499

DOI:

https://doi.org/10.23947/2334-8496-2026-14-1-077-085

Keywords:

research work, research activity, structure, components, content and forms, age characteristics of school students, model, stages

Abstract

The increasing complexity of the modern educational environment requires schools to develop students’ ability to independently identify problems, find solutions, and reflect on their own learning experiences. In this context, students’ research activities are considered as the most important component of educational and cognitive activities that contribute to personal and intellectual development. The purpose of this study is to substantiate the theoretical foundations and test the model of the organization of scientific research work of schoolchildren at different stages of general secondary education The study used a longitudinal pedagogical experiment conducted in a natural school environment, which involved students in grades 1-11 and teachers involved in the learning process. The research project combines qualitative and quantitative methods, including observations, surveys, diagnostic tests, and expert assessments. The experimental work was carried out in four stages: information-evaluation, fragmentary-technological, sequential-technological and creative-technological. The results show a positive trend in the development of students’ research activities at all levels of secondary education, manifested in increased motivation, independence and reflective skills. The presented model has proven its effectiveness in creating conditions for the gradual development of research competence and students’ readiness for independent cognitive activity. The results obtained confirm the educational potential of research activities as a means of improving the quality of education and supporting students’ self-development.

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