Abstract
Objectives of the study are generalization of best practices of schoolchildren early engagement in scientific-research activities, development of new theoretical visions conceptualizing early research-cognitive activities of learners-researchers. As a result of many years’ study the practice in the “Step into the Future” programme, two types of motivations for early scientific-research activity of schoolchildren are identified - social and formal educational. The epistemic-didactic analysis of experimental data shows a key role of the social motivation and a supporting role of the formal-educational motivation. New theoretical concepts are developed: scientific-type research behavior, epistemic (research cognitive) imprinting, scientific-research-type socialization. Attitude to the truth in educational work with schoolchildren-researchers is analyzed; micropedagogic roles of a scientific tutor are identified. It is concluded that research-cognitive self-making of a person is not governed by the formal system of teaching and learning relations but the human factor playing a key social role.
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Karpov, A.O. (2018). Early Engagement of Schoolchildren in Research Activities: The Human Factor. In: Andre, T. (eds) Advances in Human Factors in Training, Education, and Learning Sciences. AHFE 2017. Advances in Intelligent Systems and Computing, vol 596. Springer, Cham. https://doi.org/10.1007/978-3-319-60018-5_9
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