CURRENT RESEARCH JOURNAL OF PEDAGOGICS (ISSN: 2767-3278)
https://masterjournals.com/index.php/crjp
27
VOLUME:
Vol.06 Issue07 2025
10.37547/pedagogics-crjp-06-07-06
Page: - 27 -32
RESEARCH ARTICLE
Scientific and Methodological Aspects of Preparing Future
Engineers for Scientific and Research
Askarov Ikhtiyor Bakhtiyorovich
Professor., Ph.D, Department of "Vehicle Engineering" of Jizzakh Polytechnic Institute, Indepe ndent researcher at Bukhara
State Technical University, Uzbekistan
Received:
21 May 2025
Accepted:
17 June 2025
Published:
19 July 2025
INTRODUCTION
An engineer who is ready to solve research problems must
have a number of characteristics and a set of special skills.
The most important of them are the ability to see the
problem, formulate a hypothesis, observe, conduct
experiments, and other skills.
In addition, he must also have the following special
engineering abilities and skills:
- the ability to feel the problem, the ability to be
"surprised";
- the ability to find real scientific and research problems, to
present them to the student in a clear form;
- interest in significant problems;
- the ability to perform the role of coordinator in research
and investigation;
- tolerance for mistakes made in attempts to find a solution
to the problem;
- support and comprehensive development of the attitude
to the research process;
- encouragement of proposals for improving work and
coordination of the promotion of new original research
directions.
Based on the analysis of research works of various
scientists, we have found that the majority of research
engineers lack sufficient knowledge of the methodology of
their discipline. Therefore, eliminating this problem is one
of the main tasks of all engineers engaged in research
activities and a system-forming factor in the training of
future engineers in order to increase their professional
competence [4].
In modern science, methodology is considered in two
aspects: a theoretical organization closely related to the
epistemology of philosophical knowledge, and a practical
organization aimed at solving problems and changing the
world. It requires thinking about the methodological
research training of future engineers, clarifying the concept
ABSTRAC
This article explores the theoretical and methodological foundations of preparing future engineers for scientific -research
activities. And in this article, the formation of scientific interest, the development of independent research skills, the possibilities
of using modern information technologies, and the specific features of the educational process based on an integrated approac h
are scientifically analyzed. In addition, effective pedagogical conditions for the formation of research competencies in engineering
education are substantiated.
Keywords:
Future engineer, research activity, methodology, competence, technical education, innovative approach.
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of "methodology of scientific research activities" and
considering the methods used, classified according to
various criteria.
Scientists who study methodology as a general scientific
basis (M.S. Burgin [7], B.S. Gershunsky [8], M.I. Rojkov
[10], N. Saidakhmedov [11] and others) emphasize that the
methodology of knowledge should be grouped as a
scientific - a doctrine of cognitive activity and the
knowledge that is its result, its defining criteria, forms and
methods of activity aimed at mastering knowledge, as well
as the methodology of practical activity as a specific
structure of activity, the logic of its organization, methods
and means.
For example, B.S. Gershunsky, N.D. Nikandrov [8, 9],
noting that pedagogical methodology can have a practical
orientation, put forward the following opinion as an
exception: “Of course, this situation cannot be distorted. In
particular, it would be wrong to perceive any practical
recommendations indicating methods for performing
certain specific actions as a special form of methodology.
Excessive abstraction of methodology, any generalization,
any theoretical conclusion divorced from practice, and in
some cases, the recognition of the idea that justifies the
importance of the ideas put forward by the author as a
methodological concept are clear examples of its distortion
[8, 9]”. At a time when the situation of incorrect
interpretation of pedagogical terms is becoming more and
more obvious, it is impossible not to agree with this
opinion.
Thinking about the method, the English philosopher and
mathematician A. Whitehead believed that any method, the
significance of which is determined by theory, determines
the “method of action” with data and evidence [12]. The
characteristic features of the scientific method include:
objectivity, expressiveness, heuristics, necessity, accuracy,
and others.
Currently, in philosophy and scientific methodology,
methods are also classified according to the field of
application: philosophical methods; general scientific
methods; special scientific methods; interdisciplinary
research methods. The most popular among philosophical
methods are dialectical and metaphysical methods. Each
philosophical concept has a methodological function and is
considered its own method of intellectual activity.
Therefore, philosophical methods are not limited to the two
methods above mentioned. They can also include
analytical (typical for modern analytical philosophy),
intuitive, phenomenological, and others [5, 6].
Considering the general scientific approaches and research
methods that have achieved wide development and
application in modern science, we can come to the
following conclusion: philosophy is considered an
intermediate link between the fundamental theoretical
methodological positions of special sciences. Scientific
concepts often include the concepts of “information”,
“model”, “structure”, “function”, “system”, “element”,
“optimality”, “probability” and others.
The characteristic features of general scientific concepts
are: firstly, a special feature in their content, the integrative
nature of concepts from a number of special sciences and
philosophical categories, and secondly, the possibility of
their formalization, clarification of mathematical theory by
means of the logic of signs.
In science, a model of dividing scientific methods into
empirical and theoretical levels is known, in which
experiment is presented only as an empirical method. On
the basis of general scientific concepts and concepts,
appropriate methods and principles of knowledge are
formed, which ensure the connection and optimal
interaction of philosophy with special - scientific
knowledge and its methods. General principles and
approaches include systemic and structural-functional,
cybernetic, probabilistic, modeling, activation, and a
number of other principles and approaches.
One of the dominant methods in the analysis of the
research situation, using rational methods based on the
theory of inventive problem solving (TIPS) and functional-
evaluative analysis (FEA), is the method of systematic
analysis, which allows for a clear structuring of the
problem [1].
The term "methodology" comes from the Greek words
"methodos" - path, method and "logos" - concept, idea.
Methodology is not a set of separately taken methods, their
"mechanical unity", but a way of organizing research.
The result of the process of preparing future engineers for
research activities can be defined as the personal and
professional development of the learner, expressed in the
system of knowledge formed as a result of research
activities, practical readiness to carry out research
activities, and a scientific worldview formed in the need to
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improve professional and pedagogical activities. The
decisive result in this is the development of research skills
in the future engineer [2].
In the process of creative approach, the orientation of the
student to scientific research activities, in our opinion,
consists of the following main components:
1. Formation of scientific interest. The student's personal
interests, sensitivity to problems and desire for innovation
are
stimulated.
Introduction
to
scientific
news,
innovations, inspiring
conversations, seminars are
organized.
2. Creation of a problem situation (Problemization).
Identification of a scientific question through a real or
conditional problem. The student's need for independent
research is awakened through questions such as "Why?",
"How?".
3. Development of a research strategy. Search for ways to
solve the problem, selection of research methods
(experiment, analysis, observation, experience). Research
design, drawing up a plan-graph.
4. Creative thinking and creative research. Creation of an
environment that allows the student to express original
ideas (brainstorming, design thinking). Development of an
independent idea and its defense.
5. Integration with practice. Linking a scientific idea to
production,
technological
process
or
software.
Demonstration of the result through a startup, project or
prototype.
6. Using scientific information sources. Teaching the
student to search, select, analyze and use information
(Google Scholar, Scopus, eLibrary). Formation of skills in
creating an annotation, analytical review, bibliography.
7. Writing and presenting a scientific text. Teaching how
to prepare a scientific article, thesis, report, presentation.
Formation of a culture of substantiating one's opinion,
providing evidence, using references.
8. Reflection and evaluation. The student's ability to self-
analyze, work on oneself, learn from mistakes. Exchange
of ideas with a scientific supervisor, analytical evaluation,
updating.
The development of students' research activities usually
involves practice, study, and reflection, which allows
students to improve their skills and create more complex
and impressive compositions, and in organizing them, we
present an integrative structure of research activities
(Figure 1).
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Figure 1. The integrated structure of a student's creative activity in the process
of preparing students for research activities based on a creative approach
The description of the process of training future engineers
for scientific and research activities in accordance with the
formulated goals includes the following:
- training should be universal, that is, it is necessary to form
a general idea of the structure and sequence of actions for
training future engineers for scientific and research
activities in the context of the innovative process in
specific socio-economic, political, pedagogical and
scientific and technical conditions;
- the training process should be technological, it should be
possible to effectively implement it in specific educational
practice conditions, and the description of the process in
question should include instructions for the technology,
form and means of training, as well as the requirements for
readiness for scientific and research activities;
- the training process should include psychological-
pedagogical,
engineering-technical,
production-
technological components and be built on the basis of their
interrelation. This ensures an increase in the quality of
training future engineers for research activities.
A comprehensive description of the developed process of
training future engineers for research activities should be
presented at the level of conceptual justification, at the
general didactic level and at the level of specific
methodologies.
The basis for building the process of training for research
activities is the deep integration of students' academic and
extracurricular research activities, which leads to the need
to
introduce
clearly
structured
and
meaningful
characteristics into the process of professional training of
future engineers. The general didactic description of the
process of training future engineers for research activities
includes a statement of theoretical approaches and
principles that determine the foundations of their training
for research activities.
The process of its implementation in the selected type of
Integrated structure
of research activities
Forming scientific
curiosity
Creating a
problematic
situation
Reflection and
evaluation
Developing a research
strategy
Writing and presenting
scientific texts
Creative thinking and
creative exploration
Usage of scientific
data
Integration with
practice
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activity is considered within the framework of the project:
it is carried out in a certain time sequence in phases, stages
and sub-stage elements, while the sequence is common to
all types of activity.
The completion of the activity cycle is determined by the
following three phases:
- the design phase, the result of which is the construction
of a model of the system being created and a plan for its
implementation;
- the technological phase, the result of which is the
implementation of the system;
- the reflexive phase, the result of which is the evaluation
of the implemented system and the need to correct it or
“launch” a new project.
The stages of analyzing existing evidence, posing a
problem, putting forward hypotheses, planning and
implementing logical-theoretical and material-oriented
actions, processing, analyzing and summarizing the results
obtained are considered as its integral components in the
structure of experimental research.
Preparing future engineers for scientific research activities
is an important strategic task in the context of modern
technologies, innovative development of industry and the
advancement of science. A well-thought-out scientific and
methodological approach is necessary for the effective
organization of this process. Scientific research activities
are aimed not only at acquiring theoretical knowledge, but
also at forming specialists who can solve practical
problems and create innovations.
In the process of preparation, the development of goal-
orientedness, a step-by-step approach, interdisciplinary
integration and independent research skills is of primary
importance as scientific and methodological aspects. The
formation of students' competencies in critical thinking,
identifying scientific problems, applying scientific
research methods, analyzing results and applying them in
practice is one of the main directions of scientific and
methodological work.
In addition, the development of students' scientific
potential is achieved through mentoring, scientific
supervision, project development, laboratory training,
participation in startups and innovative projects. In this,
educational and methodological support, modern teaching
methods (PBL, design thinking, digital simulations), as
well as the formation of a culture of using scientific
information sources play an important role. In general,
scientific and methodological approaches to preparing
future engineers for research activities not only increase
the quality of the educational process, but also ensure the
creative and intellectual development of students, helping
them to become competitive, innovatively thinking and
inventive specialists in the future.
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