The methods of using interactive technologies during teaching foundations of scientific research at higher educational establishments

Unpreparedness and the absence of motivational interest to science from students of educational level «Bachelor» causes the problem of low scientific activeness at the following educational levels and leads to violating the standards of academic etiquette, unconscious using the ways of plagiarism in scientific texts. The aim of the scientific activities of students mastering economic specialties; specifying the lesson model of specialized course, which envisages studying the fundamentals and methodology of scientific research. The research was made by using the methods of testing, questioning, observing, and pedagogical experiment, the participants of which were the students of higher educational levels «Bachelor» (fourth-year students – 43 persons) and «Master» (first-year students – 53 persons, second-year students – 38 persons) of specialty 071 «Accounting and taxation» at State Agrarian and Engineering University in Podilya and Poltava State Agrarian Academy.The scientific novelty of using teaching methods is in adapting the traditional course «Foundations of scientific research» to the corresponding educational program (in this case the field of knowledge 07 «Economics and entrepreneurship», specialty - 071 «Accounting and Taxation», the course «Methodology of scientific research in accounting»).The author’s approach is based on uniting students’ academic work with individual research and envisages the using of interactive training methods, such as discussion; interactive dialogue ‘human-computer»; situation analysis; the method of «incident»; business play. The presented lesson model on the topic «Linking and reviewing the text of the scientific-research task» with using the methods of situation analysis and business play enables to solve the following study aims: developing analytical thinking and skills of self-analysis; consolidating practical skills of work with information; broadening communicative competence; raising the motivation to work and scientific-research activities. The effectiveness of the described pedagogical experiment is confirmed by positive dynamics of structural changes as to disclosing the scientific potential and corresponding growth of the number of actual approbations of the research results obtained by the students at State Agrarian and Engineering University in Podilya and Poltava State Agrarian Academy