PECULIARITIES OF APPLYING LITERARY RESEARCH METHODS IN THE CONTEXT OF INQUIRY-BASED LEARNING IN SCIENTIFIC LYCEUMS

Abstract

Relevance. The necessity of identifying the peculiarities of applying literary research methods within the framework of scientific research activities of secondary education students in scientific lyceums is driven by processes aimed at reforming the educational sector as a whole and implementing specialized education in senior grades. This is directly linked to the adoption of inquiry-based learning approaches.

Objective. The aim is to characterize the peculiarities of applying literary research methods in the context of inquiry-based learning in scientific lyceums.

Methods. The study employed the following methods: theoretical analysis of scientific sources—to assess the state of research on the chosen issue and to work with texts of students’ research projects completed and defended within the system of the Junior Academy of Sciences; observation of inquiry-based learning in a scientific lyceum—to collect data on students’ research activities; and generalization and systematization—to formulate conclusions and recommendations regarding the development of skills in applying literary research methods among senior students.

Results. The study characterized both general and specialized literary research methods in the context of secondary education students’ research projects within inquiry-based learning in scientific lyceums. It described the peculiarities of using several general scientific methods (analysis and synthesis, induction and deduction, abstraction, generalization, observation) and analyzed the application of specific literary research methods (biographical, hermeneutic, mythological criticism, comparative, cultural-historical, psychoanalytic, etc.). Additionally, the historical development of these methods and the works of researchers who studied them were outlined.

Conclusions. The study demonstrated that the selection of general scientific and specialized methods of scholarly inquiry by senior students for completing educational projects and research papers on Ukrainian literature within the framework of inquiry-based learning is determined by the chosen topic, formulated objectives, and tasks. It identified the methods that predominated in students’ research activities (observation, analysis and synthesis, systemic approach; comparative, psychological, psychoanalytic, cultural-historical, etc.). The findings indicate that the effectiveness of research execution, as well as the objectivity and reliability of the obtained results, depend on the optimal selection of research methods by secondary education students. Furthermore, it was shown that fostering skills in applying general scientific and literary research methods among senior students of scientific lyceums requires purposeful and systematic efforts from literature teachers.