Readiness for Project Activities among Schoolchildren

Abstract

One of the tasks of the Russian educational system is the organization of students’ project activities. This task is often solved in isolation from the formation of readiness for this type of activity, which ideally should be carried out within the walls of the school. For this reason, the preparation of projects in educational structures often turns into a mere formality. In the study, we test the strength of the author’s methodological model for the formation of readiness for project activities among schoolchildren with the direct participation of a scientific organization. The article presents the results of the first stage of the experimental study, which is devoted to the generalization of the possibilities of forming readiness for project activities in controlled and unmanaged conditions. The basis for the experiment was the formative impact as a program of targeted actions within the framework of the educational project «I want to become a scientist!», Conducted in 2022–23. within the walls of the VolRC RAS. As part of this stage, a theoretical model of the structure of readiness for project activities was formed, which consists of a number of process components – value-oriented readiness (TT), psychological readiness (PG), competence readiness (CG) and motivational readiness (MG). The methodology for evaluating each component in the form of sub-indices and the final GPA index has been determined. The author’s toolkit (test) for carrying out measurements on readiness components has been developed, control and experimental groups have been formed. On the example of these groups, a stating measurement of the initial level of readiness for project activities was carried out. Based on the ascertaining measurement data, the methodology was tested, the corresponding indices were calculated, and strategic guidelines for the formative impact were determined, which will be used to plan the second stage of the study.