With every discovery in any scientific field, there is a need to somehow identify and explain new phenomena, processes, the relationship between them. The conceptual apparatus of science is a dynamic phenomenon, changing in parallel with the vocabulary of the field of use.
Definition
Every scientific discovery makes it necessary to define it, calling it "What is it?" - so the term appears. Then there is a comparison of discovered scientific phenomena and processes with existing ones: “What does it look like, how is it different?” The obtained data on similarities and differences are generalized and systematized.
The conceptual apparatus is a logically built system of special terms that allows a uniform interpretation and understanding of the relationships and processes formed in science.
The presence of specific terminology is mandatory for any discipline. The humanities are especially rich in their own terms and definitions: philosophy, psychology, linguistics.
Conceptual-categorical apparatus of research
Everyone is engaged in scientific research in one way or another - from schoolchildren to academicians. The researcher is first faced withwith a number of questions that form the conceptual apparatus of the study:
- why should we study this, how relevant and practically necessary is it?
- what are the contradictions with the existing material on the research topic, and what will be its topic?
- what is the goal, objectives, object and subject of study?
- which hypothesis should be confirmed or refuted?
- what research methods should be used?
- what is the novelty and practical significance of the study?
The success of solving a scientific problem depends on how well the researcher has both the conceptual apparatus and the practical skills of scientific work.
Relevance and practical value of the study
Scale of scientific research can be different, from a small laboratory work to solving a world problem (for example, studying the impact of industrial production on the environment). However, in any case, this scientific work should be relevant and practically useful.
Relevance is determined by the urgency, the importance of solving existing practical or theoretical problems. The topic of study as a whole or one of its aspects, a separate issue, which will be a significant step in its disclosure, may be relevant.
The practical value of research is characterized by the degree of benefit that it can bring in the course of applying its results in any kind of human activity(in production, in medicine, in education, etc.).
The purpose and objectives of scientific work
Comprehension of the "gaps" in science, understanding the need to solve individual theoretical and practical problems leads the researcher to formulate the goal of his research.
The goal is the end result that he wants to achieve in his scientific work on a specific problem: to prove something, develop, substantiate, identify, verify, clarify.
The goal is achieved step by step in the process of sequentially solving individual tasks. Their choice should be justified by the logic of the study and practical necessity on the way to the goal. Tasks outline the range of theoretical research and practical actions of the researcher that will help to obtain the planned result (goal).
Research methods and techniques
Special actions aimed at achieving the set goal are called methods. Incorrectly chosen research methods can lead to erroneous results and conclusions.
Each science has its own methods, but there are also general scientific ones. For example, the conceptual apparatus of pedagogy includes such methods as observation of an object, description and analysis of the actions of the object or process under study, analysis and systematization of the results, their description, experiment. But these same methods are used in the process of studying physical, chemical, biological and any other phenomena.
Method of applicationis a series of consistent actions aimed at its effective implementation, which requires careful preparation and thoughtfulness of all its details. When preparing to observe an object, the experimenter must decide: when, where, for how long he will use this method, whether the observation will be open or covert, how the observation process will be recorded, etc.
Features of the scientific discipline dictate the need to develop specific methods and methods of scientific work. In sociology and psychology, where the object of study is a person and the human community, this is, for example, interviewing, questioning, polling.
The language of scientific research
When training scientific personnel, much attention is paid to teaching them the culture of oral and written presentation of research materials. It can be strictly scientific in nature, understandable to specialists, or popular science, intended for a wide range of listeners and readers. An example is the conceptual apparatus of pedagogy - a science whose special terms and definitions are understandable to a wide range of people. In any case, the description of the study and its results must meet the following requirements:
- logical presentation of the material;
- its conciseness and specificity, compliance with the norms of the literary language;
- accurate use of existing terms in their common sense;
- clear explanation of new terms introduced by the researcher into scientific use;
- no colloquial expressions, jargon,foreign terminology, if there are analogues in the native language.
Public speaking (lecture) should not be a dry presentation of the material. It may include moderately emotional expressions and assessments to attract the attention of listeners.
The style and literacy of the presentation of scientific material gives an idea of both the general and scientific culture of the author.
