www.ijcrsee.com
77
Sandugash, J. et al. (2026). Research Work in the Educational and Cognitive Activities of School Students, International
Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 14(1), 77-85.
Original scientific paper
Received: February 10, 2026.
Revised: May 05, 2025.
Accepted: May 13, 2025.
UDC:
001.891-057.875
10.23947/2334-8496-2026-14-1-077-085
© 2026 by the authors. This article is an open access article distributed under the terms and conditions of the
Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
*
Corresponding author: kalampyr.zhumagulova@mail.ru
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 teach-
ers 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 devel-
opment 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.
Keywords: research work, research activity, structure, components, content and forms, age characteristics of school
students, model, stages.
Jarylkapova Sandugash
1
, Zhumagulova Kalampyr
1*
, Aidarbayeva Doktorkhan
1
, Maimatayeva Asiyya
1
,
Junussova Raushan
1
1
Abai Kazakh National Pedagogical University, Almaty, Kazakhstan
e-mail: sandu_je@mail.ru, kalampyr.zhumagulova@mail.ru, d.kaisar@mail.ru, maimataeva_asia@mail.ru, rosh_81@mail.ru
Research Work in the Educational and Cognitive Activities of School
Students
Introduction
Socio-economic changes in modern society place high demands on graduates for an education
system capable of independent decision-making, a creative approach to problem solving and continuous
self-development. The rapid growth of information flows makes it difficult for students to navigate knowl-
edge, understand scientific achievements and meaningfully apply what they have learned. In this context,
one of the main goals of general secondary education is to develop students’ ability to identify problems
and find non-standard solutions, which requires a purposeful organization of research activities in the
educational process.
In pedagogical theory and practice (Shchukina, 1986), concepts such as research-based learning,
research-based teaching methods, and student research activities are widely used. However, these notions
are often interpreted inconsistently, which limits their practical effectiveness. At the same time, the predomi
-
nance of reproductive teaching methods continues to limit the development potential of school education.
Despite the recognition of the importance of research activities, a number of contradictions remain:
between the increased demand for research training and insufficient theoretical justification of its educa-
tional potential; between teachers’ understanding of the need to organize research activities and the lack
of methodological (Ukropova, 2023)support for its implementation; and between attempts to introduce re-
search activities at different school stages and the absence of a systematic approach to their organization.
The analysis of existing research (Tyaglova,2003; Slastenin, et all, 2004; Xonnazarova, 2023)
www.ijcrsee.com
78
Sandugash, J. et al. (2026). Research Work in the Educational and Cognitive Activities of School Students, International
Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 14(1), 77-85.
demonstrates that, although theoretical prerequisites have been created for organizing students’ research
work, the educational potential of such activities and the principles of their systematic implementation at
all levels of school education have not yet been sufficiently studied. In this regard, the subject of this study
is defined as research work in the educational and cognitive activities of schoolchildren.
The purpose of the article is to develop the theoretical foundations and experimental substantiation
of the model of organizing scientific and research activities of students in the school system.
Theoretical background
The research activity of students is considered as a specific form of educational and cognitive ac-
tivity aimed at the independent search for subjective new knowledge. Unlike scientific research aimed at
achieving new objective results, students’ research activities are aimed at developing a research position
in relation to the world around them, other people and themselves. In this sense, research activity acts as
a universal way of cognizing reality and as a means of personal development in a dynamically changing
educational environment.
Theoretical analysis (Obukhov, 2004; Fethiye, 2009; Rahmouni and Aleid, 2020) allows us to in-
terpret research activities not only as a process that contributes to the acquisition of knowledge, but also
to the formation of students’ experience in identifying problems, building hypotheses, predicting results,
analyzing results, and reflecting about their actions. This practice includes cognitive, practical, creative,
and communicative components that form the basis of students’ individual and personal development.
Functions of Students’ Research Activity. In the learning process, research activities perform
several interrelated functions that determine their educational potential.
The reflexive function is manifested in students’ understanding of acquired experiences, including
cognitive, practical, creative, and interpersonal ones. Reflection allows students to evaluate their actions,
regulate their behavior and review their previous experiences when they encounter problems. Within the
framework of research activities, reflection becomes a mechanism for understanding successes and fail-
ures, personal achievements and ways of self-development.
The motivational function determines the nature of students’ learning motivation and supports their
orientation towards self-development and self-improvement. Research activities increase intrinsic motiva-
tion to learn, stimulate intellectual initiative, and stimulate the development of high-level thinking skills.
The interaction of cognitive interest and generalized research skills contributes to the sustainable devel-
opment of motivation and learning effectiveness.
The function of the worldview is related to the formation of a holistic scientific picture of the world
and the integration of moral values and principles into the personal experience of students. Through
research activities, students move from sensory perception of reality to abstract conceptual thinking, and
then to a deeper understanding of social, natural, and cultural phenomena. This function supports the
development of stable beliefs, value orientations, and conscious approaches to knowledge.
The cognitive function of research activity (Lamanauskas, et al., 2020; Cao, et al., 2017) is mani-
fested in the independent assimilation of new knowledge, the activation of mental activity, and the up-
dating of existing knowledge. Research activities contribute to the development of cognitive interests,
creativity, and critical thinking, allowing students to analyze information, summarize results, and evaluate
their significance in personal and educational growth.
The orientation function provides students with the ability to set goals, plan actions, evaluate re-
sults, and regulate their activities. By participating (Ramnarain, 2014; Ekici and Erdem, 2020
; Kurbanova,
2023) in the research, students develop an understanding of the relationship between goals, available
resources, and expected results, which contributes to the formation of self-regulation, responsibility, and
readiness for future professional and social life.
The Structure of Research Activities. The structure of students’ research activities is understood
as an interconnected system of components, the interaction of which ensures the realization of its educa-
tional potential (
Alipina, et al.,2025).
The value-objective component reflects students’ motivation to engage in research and their ability
to set meaningful goals. This component determines the direction of research actions and the conscious
perception of research goals.
www.ijcrsee.com
79
Sandugash, J. et al. (2026). Research Work in the Educational and Cognitive Activities of School Students, International
Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 14(1), 77-85.
The intellectual and creative component characterizes the ability of students to work with informa-
tion, apply their knowledge, and form new ideas. It manifests itself in the flexibility of thinking, originality of
solutions, and the ability to adapt knowledge to new conditions.
The operational component is related to the formation of research skills, including analysis, com-
parison, generalization, identification of cause-effect relationships, planning of research procedures.
These skills enable students to act independently and purposefully in various research contexts.
The assessment component of academic performance is related to the ability of students to assess
the conformity of research procedures and results, reflect on their actions and make necessary adjust-
ments. Evaluation and monitoring functions support self-criticism, objectivity and awareness of personal
progress.
The interaction of all four components ensures the integrity of the research activity and supports
its leading function – reflection. Changing one component affects the development of others and forms a
dynamic system aimed at personal and educational growth.
Age-Related Features of Research Activities. The age characteristics of students at various
levels of general secondary education determine the content, forms and methods of organizing research
activities. Although research activities at all stages contribute to the development of similar personal quali-
ties, the degree of independence, the complexity of tasks, and the scope of application vary depending on
the age and level of knowledge of students.
Table 1. Content and Forms of Students’ Research Activities at Different Stages of General Secondary Education
Age level Content of research activities Form of research activity
Primary
school
Topics of students’ works are selected from the content of academic
subjects or close to them. The problem of a project or research
that provides motivation for inclusion in independent work should
be in the area of the student’s cognitive interests, located in the
zone of proximal development. It is advisable to limit the duration
of the project or research to 1-2 weeks in the mode of regular and
extracurricular classes or 1-2 double lessons. Along with the formation
of skills for individual elements of project and research activities,
students in traditional classes, starting from the 2nd grade (such as
goal setting, question formulation, reflection, action planning, and so
on), it is possible to conduct one project or research in the 3rd grade
in the 2nd half of the year, and two projects or research in the 4th.
For primary school students, the
dominant activity at this stage
is a mini-project: a short-term
introductory activity within a single
subject with direct pedagogical
guidance - tasks for developing
thinking (within a single field of
knowledge), but with a well-thought-
out structure and clearly defined
goals.
Main
secondary
school
Topics of children’s works are selected from the subject and
intersubject content areas, problems are close to understanding
and exciting teenagers in terms of personal, social, and collective
relationships. The result should be practically significant. In
accordance with age specifics, the goals of developing of
communication skills come to the fore.
Students of 5-7 grades are involved
in practice-oriented activities with
direct, but flexible coordination of
actions on the part of the teacher - a
single project (in related subjects:
biology and ecology)
Pre-profile-
oriented
school
Topics of students’ works are selected from the non-subject content
area, problems are close to understanding and concern teenagers
in terms of personal, social, collective and relationships. The result
should be socially and practically significant. It is advisable to
present the research results at a school conference. In accordance
with age specifics, the goals of developing communication skills
come to the fore in the foreground of the teenager.
Students of the pre-profile-oriented
stage master the work on an
interdisciplinary project, engaging
in creative activities. The nature of
project coordination on the part of
the teacher is implicit, imitating the
project participant.
Profile-
oriented
school
Topics and problems of project and research work are selected
in accordance with the personal preferences of each student and
should be in the area of their self-determination. The formation of
an appropriate level of research activity (i.e. independent practical
knowledge of research technology) should be completed by the
end of the 10th grade. In high secondary school, it is advisable to
perform work on the basis of profile-oriented scientific institutions,
universities with the involvement of specialists.
For senior school students, research
work becomes relevant. The teacher
provides educational assistance
in the form of support. Individual
or mini-group forms of work are
preferred. Wide use of various forms
of project and research activities is
promising: expeditions, conferences.
At the initial level, research activities are closely related to the content of the discipline and are
characterized by short-term projects carried out under the guidance of a teacher. In junior high school, re-
search tasks become practice-oriented and interdisciplinary, with an emphasis on communication and col-
www.ijcrsee.com
80
Sandugash, J. et al. (2026). Research Work in the Educational and Cognitive Activities of School Students, International
Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 14(1), 77-85.
laboration (Tukiyo et al., 2024; Kong, 2025). At the pre-professional and profile-oriented stages, research
activity acquires greater independence, social significance, and professional orientation, culminating in
the preparation of students for independent research work.
The age-related features of students` research activities are summarized in Table 1.
Thus, research activity serves as a systemic educational phenomenon that combines the cognitive,
motivational, value-oriented and operational aspects of students and underlies their self-realization and
lifelong learning.
Methods and Materials
The study used a longitudinal pedagogical experiment conducted in the context of natural educa-
tion in the general secondary education system. The design of the study is aimed at substantiating and
verifying the model of organizing research work of students at various stages of school education, com-
bining theoretical analysis with empirical methods. The experiment was conducted for three years and
included successive stages reflecting the gradual development of the students’ research activities.
The study participants were students in grades 1-11 and teachers involved in the learning process.
The study covered all levels of general secondary education: primary, incomplete secondary, pre-profession
-
al and specialized. Teachers working in the respective classrooms acted as specialists in diagnostic proce-
dures. Based on a sequence of expert assessments, a representative sample of students was developed.
The experimental work was organized into four interrelated stages:
1. Information and Evaluation Stage – aimed at identifying the current state of research activities in
the school system, understanding its role by the participants, and the desire to implement it.
2. Fragmentary-Technological Stage – aimed at structuring existing elements of research activities
into a single system and developing partially search and research skills.
3. Sequental-Technological Stage – aimed at forming students’ readiness for independent research
work through the systematic introduction of a research approach in teaching.
4. Creative-Technological Stage – aimed at the creative application and improvement of research tech-
nologies, as well as increasing the independence and self-regulation of students in research activities.
To ensure the reliability and validity of the results, a set of qualitative and quantitative methods was used:
• pedagogical observation;
• questionnaires for teachers, students, and parents;
• conversation and interview;
• analysis of school documentation;
• standardized diagnostic methods, including tests measuring motivation, rationality, cognitive needs,
and emotional-volitional characteristics;
• graphical tests aimed at identifying students’ needs for activity and self-regulation.
The diagnosis of students’ research activities was carried out on the basis of a system of criteria
and indicators corresponding to the structural components of research activities: value-oriented, intel-
lectual-creative, operational and performance assessment. The diagnostic complex included an expert
assessment, psychological and pedagogical tests, and repeated observations conducted at the beginning
and at the end of the experimental work.
The diagnose the improvement of students` research activities, we have identified the following
criteria and indicators (table 2)
www.ijcrsee.com
81
Sandugash, J. et al. (2026). Research Work in the Educational and Cognitive Activities of School Students, International
Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 14(1), 77-85.
Table 2. Criteria and Indicators for Assessing Students’ Research Activity
Component Criteria Indicator
Target
Motive
Interest in the problem
Interest in practical benefits
Interest in social benefits
Need
Attending meetings of the scientific society of students
Freedom of choice
Problem pushing
Skill
Construction of an oral report (message) on the work done
Finding information
Structuring of information
Intellectual and
creative
Academic
performance
Organization of the workplace, selection of the necessary equipment, algorithm
Introspection
Quality of knowledge
Flexibility
Putting forward an idea (brainstorming)
Finding a compromise
Interact within a group
Validity
Availability of the research model and its level of stability
Awareness of the significance of objective regularities
Stable, conscious attitude to the material being studied
Performance and
evaluation
The level of
claims
Objectivity and adequacy of evaluation of research results
Formation of ideological ideals in the form of «Self-image» as an individual model
The desire to defend own conclusions
Self-criticism
Giving objective patterns of personal meanings
Availability of knowledge about the mechanisms of individual influence aimed at
transforming the surrounding reality
Methodological knowledge of the world
Self-government
Adaptive manifestations (variability of behavior depending on the situation)
Ability to exercise self-control and self-regulation
Striving for recognition of own significance
Operational
Independence
Setting research objectives
Formulation of the problem, the setting of the hypotheses
The understanding of the results
Constructiveness
Sociability
Find consensus
Ability to listen and understand others
Prognostication
Formulation of an assumption (hypothesis)
Question statement (search for a hypothesis)
Planning of the activities
www.ijcrsee.com
82
Sandugash, J. et al. (2026). Research Work in the Educational and Cognitive Activities of School Students, International
Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 14(1), 77-85.
The diagnostic tools applied at different stages of the study are shown in Table 3.Table 3.Diagnostic
Tools Used to Identify Levels of Students’ Research Activity
Research activity component Diagnostics
Value-purpose approach Observation
Analysis of school documents
Graphic test “Determining the need for activity”
Lusher’s Test
Intellectual-creative Observation
Method “Measurement of rationality”
The method of “Diagnostics of social and psychological installations of the
personality in motivational-requirement sphere.”
Conversation
Operational Observation
Method “Motivation for success and fear of failure”
Method of “Dimension of rationality”
Conversation
Performance and evaluation Observation
Method “Motivation for success and fear of failure”
Graphic test “Determining the need for activity”
Conversation
The collected data was processed using comparative analysis, which made it possible to identify
changes in the levels of research activity of students at different stages of school education. Quantita-
tive indicators were analyzed in dynamics, and qualitative data were interpreted to identify trends in the
development of motivation, independence, and reflective skills.
Results
The experimental study was conducted at all levels of general secondary education for three years.
The results show changes in the levels of students’ research activity, identified by diagnostic procedures
used at the beginning and at the end of the experiment.
At the initial stage, the diagnosis revealed the predominance of a low level of research work among
students of all levels of education. In primary school, 81% of students showed a low level of research,
13% - average, 6%-high. Among students in grades 5-7, low levels were observed in 66% of cases, while
16% demonstrated average and 18% demonstrated high levels. In profile-oriented classes, 42% of stu-
dents were low, 28% were average, and 30% were high. In the profile-oriented classes, 25% of students
showed a low level of research work, 32%-average, 43% - high.
After the implementation of the phased model of the organization of research activities, positive
quantitative changes were recorded. In primary schools, the proportion of students with low research
activity decreased to 76%, while the average level rose to 18%; the proportion of students with higher aca-
demic achievement remained stable at 6%. The share of low-level indicators decreased to 46% among
students in grades 5-7, the average level increased to 36%, and the stability of the high level increased
to 18%. In the preliminary profile estimates, the low-level indicators decreased to 22%, while the medium
and high levels increased to 38% and 40%, respectively. In specialized classes, the proportion of low-level
students decreased to 10%, while the average level increased to 40%, and the high level remained at
40%; an additional group of students (10%) showed an excellent level of research work.
The dynamics of changes in students’ research activity levels before and after the experiment are
illustrated in Figure 1.
www.ijcrsee.com
83
Sandugash, J. et al. (2026). Research Work in the Educational and Cognitive Activities of School Students, International
Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 14(1), 77-85.
Figure 1. Dynamics of students’ research activity levels before and after the experiment
Diagnostics based on the structural components of research activity-value-purpose, intellectual-
creative, operational, and performance-evaluation-indicated consistent positive changes in motivation,
independence, reflexive abilities, and research skills in all age groups. Monitoring, expert assessment and
standardized diagnostic tools have confirmed the reliability of the recorded dynamics.
The results obtained indicate the effectiveness of the proposed model in ensuring the gradual de-
velopment of students’ research activities and increasing their readiness for independent educational and
cognitive activities at various stages of general secondary education.
Discussion
The results obtained during the longitudinal pedagogical experiment confirm the effectiveness of
the step-by-step model of organizing students’ research work in the general secondary education system.
The positive dynamics observed at all levels of education indicates that research activities with systematic
integration into the educational process can function as a sustainable mechanism for the development of
cognitive independence, motivation and reflective abilities of students.
The decrease in the proportion of students with low research activity and, consequently, an increase
in the average and high levels show that the gradual complication of research tasks plays a crucial role
in the formation of research competencies. The results of this study are consistent with modern research
showing the importance of students’ independent and search-oriented activities for the development of
their cognitive activity, reflexive skills and learning independence. Recent research highlights that struc-
tured research tasks are gradually combined with supports, contributing to students’ willingness to learn
independently and solve problems in various educational contexts (Uiterwijk-Luijk, et al., 2019
; Hmelo-
Silver, et al., 2007). In particular, data from multilingual educational institutions show that independent and
scientifically based learning activities enhance students’ ability to work with complex content and promote
the development of higher-level thinking skills (Junussova et al., 2024). These results confirm the idea
that research activities serve as an effective mechanism for academic and personal development when
they are systematically organized and adapted to the age characteristics of students.
The effectiveness of the proposed model can be explained by its correspondence to the age char-
acteristics and developmental needs of students. At the initial level, structural and managerial research
tasks supported the formation of skills and motivation for initial research. The introduction of partial search
and interdisciplinary tasks in the lower middle and pre-professional periods contributed to the develop-
ment of communication skills, independence, and responsibility. The increased independence of students
during the profile-oriented period and the participation of external experts contributed to the transition to
more advanced types of research activities and professional self-determination.
www.ijcrsee.com
84
Sandugash, J. et al. (2026). Research Work in the Educational and Cognitive Activities of School Students, International
Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 14(1), 77-85.
The results also indicate the role of students’ research activities in strengthening their motivation to
learn and their orientation towards self-development. Improving the skills of reflexive and self-regulation
indicates that research activities contribute not only to academic results, but also to the formation of
broader personal qualities necessary for successful adaptation in a rapidly changing social and educa-
tional environment (Amri and Ekaningsih, 2018).
Despite the positive results, several limitations of the study should be recognized. The study was
conducted in a specific educational context, which may limit the generalization of the results. Thus, Qa-
tar’s reliance on expert assessments and observation methods, while justified by research objectives,
may introduce a degree of subjectivity. Future research may expand the sample size, cover multiple
areas, and use additional digital tools to further validate the proposed model.
In general, the discussion of the conclusions indicates that the systematic organization of students’
research activities, based on a well-defined theoretical basis and carried out through successive stages, is an
effective way to increase the educational and developmental potential of the educational process at school.
Conclusion
The purpose of this study was to substantiate the theoretical foundations and test the model of
organizing students’ research activities in the general secondary education system. The results confirm
that students’ research activities serve as an integral component of educational and cognitive activities
that promote the development of cognitive independence, creativity, reflection and motivation to learn.
The study shows that the educational potential of research activities is realized through the inter-
action of motivational, cognitive, ideological, reflexive, and orientation mechanisms that support the per-
sonal and intellectual development of students. The proposed model, implemented in successive stages,
creates conditions for the gradual formation of research competencies and the willingness of students to
independently solve problems at various levels of school education.
The practical significance of the research lies in the possibility of applying a model developed to
improve the effectiveness of the educational process in general education schools. The systematic or-
ganization of research activities and the gradual complication of research tasks contribute to improving
the effectiveness of education and prepare students to solve complex, non-standard educational and life
situations. Future research may focus on expanding the empirical base and adapting the model to differ-
ent educational contexts.
Conflict of interests
The authors declare no conflict of interest.
Author Contributions
Conceptualization, J.S.; methodology, Zh.K.; software, J.R.; formal analysis J.S. and Zh.K.; writing-
original draft preparation A.D.; writing-review and editing, J.S., Zh.K., A.D.; Data curation A.D.; Formal
analysis J.S. and A.D.; Funding acquisition J.S. and Zh.K.; Investigation J.R. and M.A.; Project adminis-tra
-
tion Zh.K. and J.R.; Resources M.A.; Supervision Zh.K., A.D. and M.A.; Validation J.S.; Visualization J.R.
All authors have read and agreed to the published version of the manuscript.
Funding
This research was conducted on the basis of the Abai University Rector`s grant, Order No. 05-
04/329 dated 14.05.2024 under the financing of the project No. 0124RKI0392 “Development of research
skills of students on the basis of botanical local history”.
Data Availability Statement
The data supporting the findings of this study are available from the corresponding author upon
reasonable request.
www.ijcrsee.com
85
Sandugash, J. et al. (2026). Research Work in the Educational and Cognitive Activities of School Students, International
Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 14(1), 77-85.
References
Alipina, K., et al. (2025). Development of scientic writing and communication skills in the context of forestry research. Inter-
national Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 13(2), 439-453. https://doi.
org/10.23947/2334-8496-2025-13-2-439-453
Amri, F., & Ekaningsih, N. (2018). Enhancing students’ cognitive abilities through students-centered learning (scl). 2(2), 141–
146. https://doi.org/10.23917/KLS.V2I2.6736
Cao, H., Amanbayeva, M. B., Maimatayeva, A. D., Unerbayeva, Z. O., Shalabayev, K. I., Sumatokhin, S. V., Imankulova, S.
K., & Childibayev, J. B. (2017). Methodology of research activity development in preparing future teachers with the use
of information resources. EURASIA Journal of Mathematics, Science and Technology Education, 13(11). https://doi.
org/10.12973/ejmste/79792
Ekici M. and Erdem M. (2020) Developing Science Process Skills through Mobile Scientic Inquiry / Thinking Skills and Creativ-
ity. https://doi.org/10.1016/j.tsc.2020.100658
Fethiye, K., Çigdem, A., Alipasa A. (2009). Determining science teachers’ ideas about the science process skills: a case study
/ Procedia Social and Behavioral Sciences 1 (2009) 890–895 8. https://doi.org/10.1016/j.sbspro.2009.01.158
Hmelo-Silver, Cindy E., Duncan, Ravit Golan and Chinn, Clark A. (2007) ‘Scaffolding and Achievement in Problem-Based
and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006)’. Educational Psychologist, 42: 2, 99 - 107.
https://doi.org/10.1080/00461520701263368
Junussova R. Aidarbayeva D. Maimatayeva A. Amanbayeva M. & Zharylhassynova Z. (2024). Students’ independent work
in genetics in a multilingual education setting. Journal of Turkish Science Education, 21(3), 579-598. https://doi.
org/10.36681/tused.2024.031
Kong, Q. (2025). Optimization of Teaching Strategies Based on Cognitive Development Theory. 6(3), 10–22. https://doi.
org/10.71465/aljb3059
Kurbanova, B. (2023). Modern forms of organizing students’ independent work as a pedagogical problem. Science and Innova-
tion, 2(B2), 525–528. https://doi.org/10.5281/zenodo.7674742
Lamanauskas, V., Augienė, D., Makarskaitė-Petkevičienė, R. (2020). Primary school teachers’ educational research: Educa-
tional practice and professional development context. International Journal of Cognitive Research in Science, Engi-
neering and Education (IJCRSEE), 8(3), 1-18. https://doi.org/10.23947/2334-8496-2020-8-3-1-18
Obukhov, A. C. (2004). Development of research activities of students // National education. - 2004. - No. 2. - Pp. 146-148.
Rahmouni, M. and Aleid, M.A. (2020). Teachers’ practices and children’s motivation towards science learning in MENA countries:
Evidence from Tunisia and UAE. International Journal of Educational Research. https://doi.org/10.1016/j.ijer.2020.101605
Ramnarain, U.D. (2014). Teachers’ perceptions of inquiry-based learning in urban, suburban, township and rural high schools:
The context-specicity of science curriculum implementation in South Africa. Teaching and Teacher Education 38
(2014) 65e75 http://dx.doi.org/10.1016/j.tate.2013.11.003
Shchukina, G. I. (1986). The role of activity in the educational process. - Moscow, 1986. - P. 36-37.
Slastenin V. A., Isaev I. F., Shiyanov E. H. (2004). Pedagogy: textbook. for students of higher pedagogical Universities / under
the editorship of V. A. Slastenina. - Moscow: Academy, 2004. – 576 p.
Tukiyo, Triyono, Purwo Haryono, Tasari, & Sri Suwartini. (2024). Teaching Materials Using the Project Based Learning
Model on Learning Outcomes of Elementary School Students. Journal for Lesson and Learning Studies. https://doi.
org/10.23887/jlls.v7i2.83497
Tyaglova, E. V. (2003). Didactic conditions for the formation of students’ worldview position in the process of research activity:
PhD thesis. - Volgograd, 2003. - 158 p.
Uiterwijk-Luijk, L., Krüger, M., Zijlstra, B., & Volman, M. (2019). Teachers’ role in stimulating students’ inquiry habit of mind in
primary schools. Teaching and Teacher Education, 86, 102894. https://doi.org/10.1016/j.tate.2019.102894
Ukropova, A.V. (2023). Methodological Approaches to the Formation of Cognitive Universal Educational Activities in Younger
Schoolchildren. Начальное Образование, 11(1), 39–44. https://doi.org/10.12737/1998-0728-2023-11-1-39-44
Xonnazarova, S. T. (2023). Improving the method of activating student’s cognitive activity in school biology education. Interna-
tional Journal of Pedagogics, 3(10), 84–88. https://doi.org/10.37547/ijp/volume03issue10-16
