Despite its modest volume (no more than a paragraph), the development of this element is very important, since it is the support of the entire study, its driving force. A coursework or dissertation is created in order to confirm or refute the formulated hypothesis during the research process.

Thesis hypothesis– this is its predicted result, an assumption, the reliability of which is verified experimentally in the course of work. For the sake of confirming or refuting it, you choose, carry out theoretical and practical research, and formalize your work. In or coursework you evaluate whether the hypothesis put forward is true. If so, it will become a theory that you have proven with your work. If not, it is rejected, because a refutation is also a valuable conclusion.

By and large, it is customary to put forward 2 research hypotheses that contradict each other. In the future, you will agree with the first, and reject the second as erroneous.

Even at the stage of searching for supporting material, the hypothesis should already be in your head, but it is recommended to finalize it after completing the main part, when the theoretical and practical sections are written. Indeed, in the process of preparing a scientific work, for example, with, you will carefully study, move towards the intended goal, carefully analyze the sources used and be able to better navigate the chosen field of research. Even if you have absolutely no thoughts about the hypothesis, feel free to start writing the paper. You yourself will not notice how the coveted hypothesis itself will appear in your mind.

It is important to remember that in a process or thesis, a hypothesis is not a stone sculpture, not a constant. In preparing the practical section, you will carry out various empirical studies, during which the intended hypotheses may change. For example, if you started with the goal of proving or disproving the idea that a certain company's sausages are significantly superior in quality to all of its competitors, then as a result of data analysis you may discover some secret ingredient, for the sake of studying which you will have to rephrase the hypothesis, shifting the focus of the study.

It turns out that the hypothesis is not created out of thin air, but is based on various guesses that have been expressed for a long time, but have not been formalized. You just need to choose one or another assumption, provide a logical basis for it and correctly translate it into words. This is how hypotheses are born.

Formulation of the research hypothesis

The following tips will help you outline your hypothesis competently and beautifully.

• A hypothesis usually concerns the object or subject of research, and therefore is in direct connection with these sections. It is also significantly influenced by the goal, objectives and issues.
• It is important to formulate the hypothesis correctly, without presenting obvious things known to everyone as it. Refrain from controversial or vague concepts, make sure that the hypothesis can be tested using various methods, including analysis, synthesis, comparison, etc.
• Rely on the keywords of the topic, object and purpose of your scientific work. Since these sections are in direct logical connection, their wording is the same.
• Be sure to use figures of speech that would emphasize the subjectivity of the idea being put forward. For example, start with the phrase "one should expect...", “It can be assumed that...” or "it is assumed that…". If you have enough courage, write clearly that the hypothesis is yours, starting with the phrase: "I think" or "I believe".

Signs of a correct hypothesis

The points below will help you check how correctly you have chosen and formulated your hypothesis.

• A strong logical connection with the topic, purpose, objectives and problems of the study.
• There is no acute contradiction between the research already conducted on your topic and your conclusion.
• Openness to testing by various research methods.
• Competent formulation without logical conflicts and speech errors.
• Maintaining a balance between high-flying thoughts and banal facts

An example of highlighting a research hypothesis in a thesis

Hypothesis Examples

So, how is a hypothesis correctly formulated in a course work? Examples from different fields of science will guide you to the right thoughts.

Direction of course work: business, entrepreneurship.

Topic: Motivating the activities of employees of the organization.

Hypothesis: It can be assumed that employee motivation is closely related to their perception of their own success in the workplace, as well as the expectation of immediate reward.

Direction: Production management.

Topic: Document flow in the organization.

Hypothesis. It should be expected that with a deeper introduction of the latest computer technologies in a company, the level of organization of its document flow will significantly increase, bringing the number of losses of important documents to zero.

Direction: Pedagogy.

Topic: Increasing the curiosity of children of primary school age.

Hypothesis: It can be expected that the level of curiosity of younger schoolchildren will increase with proper motivation on the part of the teaching staff and an increase in the interest of the teachers themselves in the educational process.

Working with a hypothesis

From now on, the hypothesis will relentlessly guide the course of your scientific work. In the first section of the main part, you will prove or reject hypotheses based on the collected facts. Analyze them and accompany them with your own opinion. The second section includes the results of your experiments and research, and the calculations you performed.

All interaction with the hypothesis is divided into the following stages.

1. Origin. Identifying facts and assumptions that do not fit into any known theory on your topic. These conclusions should cause heated debate in society and urgently require explanation, proof or refutation.
2. Formulation based on these conclusions.
3. Theoretical research. Search for opinions related to the hypothesis in different sources. Comparing the ideas expressed with your own ideas, analyzing and citing them.
4. Practical research. Carrying out thematic experiments related to the hypothesis. Analysis of the results obtained. Performing calculations, preparing all kinds of final charts and graphs.
5. Comparison of the research results obtained with the hypothesis, its subsequent refutation or confirmation.

Don’t forget to touch on the hypothesis in the conclusion, share your opinion on how true it is, and whether it can become a theory and become widespread in public opinion. Perhaps you will put forward and prove a hypothesis that will become a turning point in the development of your field of knowledge.

PURPOSE, OBJECTIVES AND HYPOTHESIS OF THE RESEARCH

Purpose of the study – this is the scientific result that should be obtained as a result of the entire study.

It should be noted that some scientists recommend placing the research goal after the research problem, i.e., before the object and subject, and some – after the object and subject. Here the choice is up to the supervisor.

Some students make such a gross methodological mistake - instead of the goal of the entire study, they formulate the goal of only a pedagogical experiment, thereby the goal, which is inherently broader than the task, becomes narrower than the formulated tasks, and sometimes even one task. The goal must cover all tasks in its scope.

It is usually recommended to begin the formulation of the goal with a perfective verb in an indefinite form: to identify, justify, develop, determine, etc. For example, if the topic of the study is “Control of the level of student achievement in the system of developmental education,” then the goal can be formulated as follows: “Identify and theoretically substantiate the features of monitoring the level of student achievement as a component of developmental education.”

After determining the object, subject and purpose of the study, its hypothesis is put forward. Hypothesis is an assumption put forward to explain a phenomenon that is neither confirmed nor refuted. A hypothesis is a proposed solution to a problem. It determines the main direction of scientific research and is the main methodological tool that organizes the entire research process.

The following two main requirements are imposed on a scientific hypothesis:

The hypothesis should not contain concepts that are not specified;

It must be verifiable using available techniques.

When formulating a hypothesis, the researcher must make an assumption about how and under what conditions the research problem and the stated goal will be successfully implemented.

What does it mean to test a hypothesis? This means checking the consequences that logically follow from it. As a result of testing, the hypothesis is confirmed or refuted.

A hypothesis is necessarily put forward in studies that involve a pedagogical experiment aimed at confirming the hypothesis. In studies on the history of pedagogy, a hypothesis, as a rule, is not provided.

Let us give an example of formulating a hypothesis on the above topic: “Control as a component of the developmental system will ensure the development of schoolchildren if:

Stimulates and promotes unity in achieving educational, educational and developmental learning goals;

Unity takes into account the process and result of the activity;

Determines the dynamics of student advancement;

Promotes self-development of students.

The formulated goal and hypothesis of the study determine the objectives of the study, i.e., the objectives follow not only from the goal, but also from the hypothesis. Research objectives – these are those research actions that need to be performed to achieve the goal set in the work, solve a problem, or test the formulated research hypothesis. As a rule, there are three groups of tasks that are associated with:

1) identifying the essential features and criteria of the phenomenon or process being studied;

2) justification of ways to solve the problem;

3) formulating the leading conditions for ensuring an effective solution to the problem.

The sequence of solving research problems determines its structure, i.e., each problem must find its solution in one of the paragraphs of the work. In the process of developing a system of tasks, it is necessary to determine which of them require primarily studying the literature, which require modernization, generalization or combination of existing approaches, and, finally, which of them are problematic and need to be solved specifically in this study.

For example, the following research objectives can be formulated:

1) based on the analysis of psychological and pedagogical literature, highlight the conceptual and categorical apparatus of research and systematize the definitions of these concepts given by scientists;

2) identify the main approaches and points of view of scientists to solving the problem posed (or the state of development of the problem posed in the literature being studied);

3) study the state of solving the problem posed in teaching practice (study the experience of teachers in solving the problem).

If the research involves conducting an experiment, then the following must be added to the listed tasks:

1) develop an organizational and pedagogical system (or didactic model, or methodology) for the formation...;

2) experimentally test its effectiveness.

Objectives must be interrelated and must reflect the overall path to achieving the goal. There are no uniform requirements and algorithms for formulating research problems. We can only outline general guidelines for their definition.

One of the tasks may be related to the characteristics of the subject of research, to identifying the essence of the problem, and the theoretical justification of ways to solve it. Here are some examples of possible formulation of the first task:

Conduct an analysis of theoretical approaches to the problem...;

Analyze the psychological literature on the problem...;

Reveal and specify the essence of the concept “….”.

The second task is aimed at revealing general ways to solve the problem and analyzing the conditions for its solution. For example:

Carry out diagnostics...;

Explore the features...

Identify the relationship...;

Develop a program aimed at...

In research, a distinction must be made between purpose and outcome. As noted, the goal is what is expected to be obtained during the research. And the result is what we actually got. The question of how we got this is answered by the methodology. The research methodology explains on which subjects, using what methods, under what conditions this result was achieved.

The hypothesis in the thesis sets the direction of the research and determines the scientific significance of the work. The formulation of an assumption requiring evidence takes no more than a paragraph in the introduction, but the entire thesis is written in order to confirm or refute this assumption.

What is the diploma hypothesis

Hypothesis c is a predicted result of a study, a scientific assumption that must be tested empirically or justified theoretically. The selection of material, the course of research and the structure - usually of an academic, less often of an applied nature - are subordinated to this task.

The proof of the hypothesis in theoretical theses is the facts collected for writing the main part, in practical ones - the officially documented results of experiments, experiments, research, and specially carried out calculations.

All presented information is summarized in the conclusion of the diploma; on the basis of this summary, a conclusion is drawn about the validity of the scientific assumption: if it is confirmed, it acquires the status of a theory. A hypothesis in a coursework or thesis may concern the object of research as a whole or its structure, individual or general properties, connections between its constituent elements.

Signs of a correct hypothesis

The correct formulation of a hypothesis should not be an obvious statement or an undeniable fact. In the third century BC, Aristarchus' statements that the Earth revolved around the sun were clearly hypothetical. The theory of the heliocentric structure of the world would still be an excellent hypothesis, even if Copernicus or Galileo had to write a thesis in the 16th-17th centuries, but in the 21st century it is already an axiom, an irrefutable truth, suitable for a third-grader’s essay on natural history.

Attributes of a correct hypothesis for a thesis:

• the absence in the formulation of controversial or unspecified concepts that themselves can serve as the subject of research;
• clear correlation with convincing facts;
• the possibility of verification using theoretical or empirical methods available in science;
• connection with the stated problem;
• cognitive efficiency;
• practical usefulness for developing a future research agenda.

The main criterion that a thesis hypothesis must meet is verifiability.

To make sure that the assumption was formulated correctly, it is enough to determine whether it needs to be proven.

How to write

Despite the fact that the hypothesis is put forward in the introduction of the thesis, it is more rational to formulate it only after the main part has been written. At the first stage of the research, it is impossible to do this completely, if only because first you need to carefully study the subject, analyze sources and literature in order to freely navigate the information base, and only then make your own predictions regarding the identified problem. In addition, if the diploma includes a practical chapter, then the hypothesis precedes empirical research, the results of which may require adjustment of the preliminary assumption, object, subject, subject, or even topic of the work.

A hypothesis in a course work or diploma is put forward after writing the main part.

A simple conditional example: the department invited a student to consider the unsurpassed dietary properties of Brazil nuts. During the preparation process, it turned out that there was not even enough material for, let alone a 65-page WRC. The manager allowed me to write about pine nuts (the subject has changed). The initial hypothesis was formulated as follows: they are three times more useful than imported ones. A study of laboratory tests showed that the nutritional value of domestic and exotic products is absolutely the same. The way out of this situation is to rephrase the hypothesis, for example, as follows: pine nuts are no less healthy than foreign ones. If it turned out that they were not nutritious enough or contained few microelements, then the topic would have to be changed to “the mediocrity of the dietary properties of pine nuts.”

Scheme of stages of work on the hypothesis of a thesis or course work

In formulating the hypothesis, keywords of the topic of the diploma or coursework are used.

It is unacceptable to use figures of speech that emphasize the subjectivity of an opinion: “I think, I admit, I believe, I believe...”, “It seems to me...”. Recommended clichés: “one should expect...”, “if... then...”, “it is expected...”.

An example of a hypothesis in a thesis

It is assumed that the study will specify the characteristics of the personal professional qualities of a cultural studies teacher and identify the conditions for their formation.

It should be expected that in the field of consulting there is a key package of success factors, thanks to the targeted use of which it is possible to most effectively concentrate financial and technical resources on the company’s priority areas in order to quickly gain a leading position in the market.

It is expected that the developed set of extracurricular activities, based on the formation of team spirit, will serve as the basis for increasing the cohesion of the class team.

So, the research hypothesis in the thesis is a probable way to solve the problem, requiring fundamental theoretical argumentation or practical confirmation. It is this assumption that determines the scientific significance of the work carried out, as it contributes to the transition from analysis of facts to new knowledge.

2.1) Scientific research is purposeful knowledge, the results of which appear in the form of a system of concepts, laws and theories. When characterizing scientific research, they usually point to its following distinctive features:

· this is necessarily a purposeful process, the achievement of a consciously set goal, clearly formulated tasks;

· this is a process aimed at searching for something new, at creativity, at discovering the unknown, at putting forward original ideas, at new coverage of the issues under consideration.

Scientific research is characterized by systematicity: here the research process itself and its results are ordered and brought into a system; it is characterized by strict evidence and consistent justification of the generalizations and conclusions made.

Scientific research consists of the following stages: 1) state of the research question; 2) theoretical research; 3) experimental studies; 4) analysis and generalization of the results of theoretical and experimental research; 5) calculation of economic efficiency and experimental testing of the proposed developments.

The object of scientific and theoretical research is not just a separate phenomenon, a specific situation, but a whole class of similar phenomena and situations, their totality.

1. Philosophical methods, among which the dialectical and metaphysical methods appeared the earliest. Essentially, each philosophical concept has a methodological function and is a unique way of mental activity. Therefore, philosophical methods are not limited to the two mentioned. These also include methods such as analytical (characteristic of modern analytical philosophy), intuitive, phenomenological, hermeneutic (understanding), etc.

2. General scientific approaches and research methods that have been widely developed and used in science. They act as a kind of “intermediate methodology” between philosophy and the fundamental theoretical and methodological provisions of the special sciences. General scientific concepts most often include such concepts as “information”, “model”, “structure”, “function”, “system”, “element”, “optimality”, “probability”, etc. The characteristic features of general scientific concepts are, firstly, the combination in their content of individual properties, characteristics, concepts of a number of special sciences and philosophical categories. Secondly, the possibility (unlike the latter) of their formalization and clarification by means of mathematical theory and symbolic logic. On the basis of general scientific concepts and concepts, the corresponding methods and principles of cognition are formulated, which ensure the connection and interaction of philosophy with special scientific knowledge and its methods.

General scientific principles and approaches include systemic and structural-functional, cybernetic, probabilistic, modeling, formalization and a number of others. The important role of general scientific approaches is that, due to their “intermediate nature,” they mediate the mutual transition of philosophical and particular scientific knowledge (as well as corresponding methods). The first is not superimposed in a purely external, direct way on the second. Therefore, attempts to immediately, directly express special scientific content in the language of philosophical categories are often unconstructive and ineffective.

3. Private scientific methods are a set of methods, principles of cognition, research techniques and procedures used in a particular science corresponding to a given basic form of movement of matter. These are methods of mechanics, physics, chemistry, biology, as well as social and human sciences.

4. Disciplinary methods - a system of techniques used in one or another scientific discipline, part of some branch of science or that arose at the intersections of sciences. Each fundamental science is a complex of disciplines that have their own specific subject and their own unique research methods.

5. Methods of interdisciplinary research - a set of a number of synthetic, integrative methods (arising as a result of a combination of elements of various levels of methodology), aimed mainly at the interfaces of scientific disciplines. These methods have found wide application in the implementation of complex scientific programs.

2.2) There are two approaches to constructing the logic of pedagogical research - invariant and variable.

Invariant logic includes the following main general stages of research: 1) determining the goals of the research; 2) establishing the object of study; 3) study of what is known about the object of reality; 4) problem statement; 5) definition of the subject of research; 6) putting forward a hypothesis; 7) construction of a research plan; 8) implementation of the planned plan, adjusted as the research progresses; 9) hypothesis testing; 10) determining the significance of the found solution to the problem for understanding the object as a whole; 11) determining the scope of application of the solution found.

The variability of the logic of research is determined by the combination of types of pedagogical experiment (ascertaining, transformative, formative). Some studies may not contain an experimental stage due to their specificity (for example, historical and pedagogical studies)

2.3) Modern science recognizes the following as the most important principles ensuring the receipt of significant results:

1) the principle of determinism, which establishes the conditionality of all phenomena by the action of certain causes, i.e. the principle of cause and effect relationships of all phenomena of reality;

2) the principle of systematicity, which requires the interpretation of all phenomena as internally related components of an integral system, natural, social, mental;

3) the principle of development, i.e. recognition of continuous change, transformation and development of all objects and phenomena of reality, their transition from one form and level to another.

2.4) An approach- this is the perspective of the research, it is like the starting position, the starting point (dancing from the stove - folk wisdom) from which the research begins and which determines its direction relative to the goal.

The approach can be aspectual, systemic and conceptual. The aspect approach is the selection of one facet of a problem based on the principle of relevance or on the principle of taking into account the resources allocated for research. For example, the problem of personnel development may have an economic, socio-psychological, educational, etc. aspect.

Systems approach reflects a higher level of research methodology. It requires the maximum possible consideration of all aspects of the problem in their interrelation and integrity, highlighting the main and essential, determining the nature of the connections between aspects, properties and characteristics.

Conceptual approach- involves the preliminary development of a research concept, i.e. a set of key provisions that determine the general direction, architectonics and continuity of the research.

The approach can be empirical, pragmatic and scientific. If it is mainly based on experience, then it is an empirical approach; if it is based on the task of obtaining the immediate result, then it is a pragmatic one. The most effective is, of course, the scientific approach, which is characterized by the scientific formulation of research goals and the use of scientific apparatus in its implementation.

2.5) When working with literary sources, it is recommended to keep notes of what you read. Records are divided into systematized and unsystematized. There are several methods for maintaining systematized records, these include plans, notes, abstracts, and annotations. Unsystematized records include extracts. An outline is a systematic record of text that reflects the structure of a document. The plan is usually drawn up during introductory reading, when it is not yet known exactly which sections of this book will be useful in the future. The plan will make it easy to remember what was discussed in the book and determine the advisability of its further study. A synopsis is a systematic record of text that reflects the content of the document and its structure. When preparing a course note, it is the most common form of systematic recording of what has been read. Taking notes helps you accumulate the necessary material. The summary can be short or extensive. A short summary records the main provisions (theses) of the work, while an extended summary, in addition to the theses, provides a detailed presentation of the work or its individual parts. When making notes, it is recommended to concisely, without unnecessary words, write down the most necessary things from the work you read. The summary should be based on the outline of the work being studied. Therefore, it is useful to first draw up a plan, and then, while revealing the points of the plan, keep notes. They usually take notes on documents in their own words. The most important and most difficult to understand parts of the text are best quoted. Quotes contained in the summary can be later transferred into the text, so they should be very carefully checked with the original. It is recommended to take notes in such a way that you can easily find the necessary material: notes are best made in large format notebooks or on separate sheets. You must write on one side of the sheet, making sure to note in your notes the page numbers of the source from which the information was taken. However, this can also be individual. An abstract is the most concise summary of the contents of a document or part of it. It should include the main ideas, factual information and conclusions of the document. The abstract is close in content to an essay on a given topic, but the essay sets out one’s own thoughts about the subject of the presentation, and the abstract retells source materials. Extracts are brief records of individual fragments of texts, numbers, dates and other facts.

2.6) Problem: In the field of technical operation, more attention should be paid to forecasting and search work.

science also works for itself (fundamental research, search work, etc.), although, as experience shows, this area is not being developed enough, especially in the field of road transport problems.

2.7) The object of science is a certain area of ​​reality (natural or social) towards which the process of scientific knowledge is directed. The subject of science is the most significant properties, aspects, characteristics, features of an object that are subject to direct study or the knowledge of which is especially important for solving a particular problem (theoretical or practical).

For example, an object is glass, an object is the light transmittance of glass.

2.8) What contradictions can become the basis of research problems in the technical operation of cars?

2.9 What is a research hypothesis, what can they be? What is the role of a hypothesis in research?

A hypothesis is a scientific assumption arising from a theory that has not yet been confirmed or refuted

As a scientific assumption, a hypothesis must meet certain requirements from the point of view of the methodology of science, namely, it must be 8:

logically consistent;

fundamentally verifiable;

does not contradict previously established facts not related to the subject area;

applicable to the widest possible range of phenomena;

effective in cognitive or practical terms (in particular, allowing you to develop or specify a program for further research).

The hypothesis is put forward on the basis of the results of studying facts related to the subject area of ​​the study, the results of scientific and practical achievements and other materials. Its confirmation is aimed at proving the real existence of the alleged situation.

The main stages of hypothesis development are shown in Fig. 2.4.

Rice. 2.4. Stages of developing a research hypothesis

As a result of the research, the hypothesis is either refuted or confirmed and becomes the position of the theory.

A hypothesis in research work carried out in the educational process may concern the existence of an object, its structure, properties, elements and connections that form the object, the mechanism of functioning and development.

For example, the hypothesis of a master's thesis on the topic “Key success factors in IT consulting” can be formulated as follows: “In the field of IT consulting, there is a set of key success factors that allows you to concentrate resources (material, technical, investment) in those areas where the company can achieve a significant advantage over major competitors and gain a better position in the target market."

The formulated goal and hypothesis of the study determine research objectives, which are most often private subgoals in some settings. The research objectives ensure that the overall purpose of the study is achieved. The work usually formulates several tasks, the recommended number is 4-5. Tasks are presented in a list, in the form of an enumeration. The list of tasks can be determined either by the time sequence of the research or by the logic of the research process. The assigned tasks determine the structure of the work; the description of their solution constitutes the content of the sections and chapters of the work. The titles of the chapters (sections) and paragraphs (subsections) of the work follow from the formulation of the tasks.

2.10 What are the purpose and objectives of the study? How do the research objectives relate to its hypothesis?

Scientific research, depending on the purpose, depth of scientific study, degree of connection with nature or industrial production, is divided into fundamental, applied, research and development (R&D). The goals of fundamental research are to obtain new laws of development, reveal connections between phenomena (type, form and direction of connections), create new theories and discoveries. They form the basis of the development of science, despite the fact that the probability of obtaining a positive result is about 10%. The goal of applied research, including design, is to link the results of fundamental research to specific conditions of production and human life. The object of their research is various kinds of technical systems and new technologies. The probability of obtaining a positive result when conducting applied research is 20 ... 90%. The purpose of research and development, including pilot production, is to create, based on the main results of functional and applied research, prototypes of equipment, new technological processes or improvement of existing technologies and equipment. The probability of obtaining a positive result during R&D is 50 ... 90%.

Objectives are formulated using verbs: study, develop, identify, establish, justify, determine, check

After determining the purpose of the study, a research hypothesis 6 is formulated - “a position put forward as a preliminary conditional explanation of a certain phenomenon or group of phenomena; an assumption about the existence of a certain phenomenon” 7 .

A hypothesis is put forward to solve a given problem and determines the main direction of scientific research, as a result of which conclusions about the truth or falsity of the hypothesis should be obtained.

Hypothesis in theses acts as the most valuable methodological tool of the research being carried out. Thanks to hypothesis, scientific researchers discover new knowledge and ideas. Hypothesis represents an assumption that follows from a theory. The existence of such an assumption, indicated in the introduction of the thesis, has not yet been proven or experimentally refuted. The author only has to successfully discover its truth or prove its falsity throughout the entire research work.

Hypothesis acts as a statement that assumes the presence or existence of a relationship between several variables. A hypothesis is like a bridge built between actual facts and new, unknown ones, those whose existence still needs to be proven.

Hypothesis doesn't come out of nowhere. Its appearance is preceded by various guesses that do not constitute a hypothesis as such. A guess can be called a hypothesis if it includes a logical justification based on proven provisions.

It must be remembered that the wording hypotheses carried out on the basis of the problem being studied. A brilliantly formulated assumption meets such requirements as adequacy to the research question, absence of conflict between new and old knowledge, and accessibility to verification. In addition, the prediction must be correct and simple, and not be reduced to banal facts.

There are several stages of creation and further development hypotheses. The first of them is the identification of a certain group of facts that do not fit into long-known theories that need to be explained by a new assumption. The second is the direct formulation of a hypothesis designed to explain the discovered facts. The third is a deep study of the indicated prediction and the identification of all possible consequences from it. The fourth is a comparison of the consequences of the hypothesis with existing scientific discoveries. Fifth - the formation of new scientific knowledge from a hypothesis if the consequences derived from it are confirmed and there are no contradictions with long-known postulates of science.

hypothesis can be verified either by active experiment or by detecting correlations between those quantities whose interrelationship is of scientific interest.

Examples of thesis hypotheses

"Motivation of the activities of management employees."

Hypothesis: It should be expected that achieving the highest level of motivational area of ​​management employees is closely related to the greatest success in their professional activities.

"Document flow in the organization."

Hypothesis: It is assumed that if measures are developed to improve the company’s document flow with its further implementation in the organization’s activities, the efficiency of the documentation support service of the entire enterprise as a whole will increase.

“Developing the curiosity of school-age children.”

Hypothesis: Successful development of curiosity in school-age children will become possible if joint activities of children and adults are competently organized on the basis of the latest educational developments.

"Web Development -website for the department of “Pedagogy and Psychology”.

Hypothesis: The interaction of the teaching staff of the department of “Pedagogy and Psychology” with university students will become most effective if we develop an original Web site of the department.