Ph.D. Tsvetkov A. V., Ph.D. Smirnov I. A.

Problem and relevance of research and project

Any project or research work is aimed at solving a certain fundamental or applied problem. Often, the author or supervisor of the work may not formalize the problem, but the definition of the problem can contribute to the development of the study or project. To define a problem means to establish a discrepancy between the desired and the actual. The problem arises from a contradiction. First, the problem always arises when there is a need, a need for something. Secondly, the problem is the discrepancy, the contradiction between what we would like to do and our capabilities, the availability of certain means. The search for a problem for research work is the definition of a set of questions, the solution of which is of significant practical and theoretical interest to the researcher.

The “relevance” of the work is also related to the concept of the problem. D. psycho. n. M. N. Artsev “To substantiate the relevance means to explain the need to study this topic in the context of the general process of scientific knowledge. Determining the relevance of research is a mandatory requirement for any work. The relevance may consist in the need to obtain new data and the need to test new methods, etc.” The relevance of research or project work lies in the presentation of how the results of the work allow solving certain scientific and practical problems. Professor V. V. Kraevsky “Research can be considered relevant if the topic itself is relevant in two respects: firstly, its study meets the urgent need of practice, and secondly, the results obtained will fill a gap in science that is currently not has the means to solve this urgent scientific problem. Thus, for scientific work, relevance will consist of scientific novelty and practical significance of the work. In the case of school design and research work, it is possible to justify the relevance of the chosen topic in terms of its scientific, social and personal significance.

Definition of the purpose and objectives of the work

The next stage of work is the writing of the "Introduction", which accompanies the overall planning of work on the project and research, and usually after answering some or all of the above questions, you can proceed to the next step - defining the goal and objectives. The purpose of the study is the desired theoretical and / or practical result formulated in general terms, which will be obtained in the course of the work. In the case of a project, when defining a goal, it is desirable to form a specific, qualitatively characterized, and, if possible, correctly quantitatively, image of the desired (expected) result, which can actually be achieved by a clearly defined point in time. It often happens that a brief statement of the purpose of the study to some extent coincides with the title of the work. I would like to draw the attention of those who do not yet have experience in independently developing the goals and objectives of the forthcoming work to this feature.

When the strategic goal is defined, it is necessary to start developing research tactics, identify questions that need to be answered and formulate them in the form of specific tasks. Solving specific tasks in the course of work will allow you to achieve the desired result - the goal of the study (see the section Pedagogical project and educational research).

It is not necessary to strive to break the goal of the study into a large number of tasks. There should be three or five of them, but those that are really steps towards achieving the goal.

When formulating tasks, it is important to ensure that they advise a series of criteria, the so-called. SMART tasks is a mnemonic abbreviation used in management and project management for setting goals and setting goals (SMART: Specific, Measurable, Achievable, Realistic, Timely):

Specificity (completeness of the content, i.e. the certainty of all the characteristics of the result that are essential for its maximum compliance with the need),
Measurability (operability of determining the expected result (controllability) of achieving the result),
Achievability (reality, correspondence to possibilities),
Relevance (motivation),
Temporal certainty (compliance with the work schedule).

Job hypothesis

Putting forward a hypothesis in project work is in most cases inappropriate, since a hypothesis is an element of the methodology of the scientific apparatus, and schoolchildren's projects usually do not model research work, but applied research or innovative and business projects. The question of the need for a hypothesis in school research remains open. In the provisions of a number of conferences in the evaluation criteria and requirements for work, it will be indicated that the hypothesis is a mandatory component of the study. In reality, it is not always possible to formulate a hypothesis: for example, it is difficult to do this in monitoring and reconnaissance studies.

To understand the question, it is worth understanding what a hypothesis is. After analyzing the wording of the word "hypothesis" in a number of dictionaries and encyclopedias, we can distinguish 2 aspects that are used in science: 1. a hypothesis as one of the ways to explain facts and observations, 2. an assumption that forms the basis for planning his experiments.

The first of the interpretations refers to fundamental science, to which school research has little to do. In this case, the hypothesis is not considered as the result of a children's study: certain research data are needed to create a hypothesis, and the hypothesis is one of the results of the study. The second interpretation is that, on the basis of well-known knowledge, the researcher makes an assumption that forms the basis for planning his experiments. Such a hypothesis helps to understand what and why we will investigate, and is a methodological tool, and not the result of the study. This element of methodology is important when conducting experimental studies, but it may not be applicable when using descriptive and naturalistic methods.T. e. not "not every assumption is a hypothesis." To be scientific, a hypothesis must meet the following requirements:

In some cases, it is worth separating the working hypothesis (an initial temporary assumption that does not claim to be discovered and is used to plan the study) and the final hypothesis (formulated based on the results of the study, claiming to solve the problem, over time, such a hypothesis turns into a statement).

Research methods

The next step is to define research methods. A method is a way to achieve the purpose and objectives of the study. Research methods are traditionally divided into basic and special. General methods of scientific knowledge: theoretical methods, empirical methods, mathematical methods (see Table 1). Special methods are determined by the nature of the object under study. Mathematical methods include statistical methods, modeling methods, programming methods, queuing model methods, data visualization method (functions, graphs, etc.), etc. Measurement involves determining the numerical value of a quantity by means of a unit of measurement. The value of this method lies in the fact that it gives accurate, quantified information about the world around us.

Characteristics of the main research methods:

Method	Characteristic
empirical
Observation	A method of cognition, consisting in a deliberate, purposeful perception of real objects. Types of observation: Structured observation is observation carried out according to a plan, unstructured observation is observation in which only the object of observation is defined; Field observation is observation in a natural setting; laboratory observation is an observation in which the object is in artificially created conditions; Direct observation is an observation in which the object directly affects the senses of the observer; indirect observation is an observation in which the effect of the object on the observer's senses is mediated by the device. Observation is carried out in accordance with the following algorithm: 1. Determination of the purpose of observation. 2. The choice of the object of observation. 3. Choice of ways to achieve the goal of observation. 4. Selecting the method of registration of the received information. 5. Processing and interpretation of the received information.
Experiment	A method of cognition that involves a purposeful change in an object in order to obtain knowledge that cannot be revealed as a result of observation. Structure of the experiment program 1. Relevance of the study. 2. Research problem. 3. Object and subject of research. 4. Research hypothesis. 5. Purpose and objectives of the study. 7. Scientific novelty of the research. 1. Relevance of the study. The relevance of the study is the rationale for the need to solve a particular problem. The relevance of research is characterized by the degree of discrepancy between the demand for scientific ideas, technologies, guidelines and proposals that science and practice can provide at the present time. 2. Research problem. The research problem is based on a contradiction that needs to be resolved during the experiment and which was justified when determining the relevance of the research. 3. Object and subject of research. The object of study is the area of study; a subject is an aspect of the study of an object. 4. Research hypothesis. A research hypothesis is a scientifically based assumption about the solution of a problem. 5. Goals and objectives of the study. The purpose of the study is the intended activity, intermediate and final results of testing the hypothesis. Tasks - concretization of the purpose of the study, its decomposition (dismemberment). 6. Stages of experimental work, expected results for each stage in the form of documents, main research methods. 7. Scientific novelty of the research. Novelty reflects socially significant new knowledge, facts, data obtained as a result of the study. The novelty criterion reflects the content side of the result. Depending on the result, theoretical novelty (concept, principle, etc.), practical novelty (rule, recommendation, methodology, requirement, tool, etc.) or both types at the same time can be brought to the fore.
Modeling	Models are material and mentally represented objects that, in the process of study, replace the original object, retaining some properties that are important for a particular study. Modeling types: 1. Material (subject) modeling: Physical modeling is a simulation in which a real object is replaced by its enlarged or reduced copy, which allows the study of the properties of the object. Analog modeling is modeling based on the analogy of processes and phenomena that have a different physical nature, but are equally described formally (by the same mathematical equations, logical circuits, etc.). 2. Mental (ideal) modeling: Intuitive modeling is modeling based on an intuitive idea of the object of study that is not amenable to or does not require formalization. Signed modeling is modeling that uses sign transformations of some kind as models: diagrams, graphs, drawings, formulas, a set of symbols, etc.
Questionnaire	Survey method by self-filling the questionnaire (i.e. questionnaire) by the respondent (i.e. the interviewee) according to the rules specified in it. The following types of questions can be used in the questionnaire: A closed question is a question for which a complete set of answer options is given in the questionnaire. Closed questions are alternative (i.e., involving the choice of only one answer) and non-alternative (i.e., involving the choice of more than one answer). An open question is a question that does not contain clues and does not impose answer options on the respondent.
Interviewing	A survey method carried out in the form of a purposeful conversation according to a pre-prepared plan with any person or group of persons, whose answers to the questions posed to them serve as the initial source of information. There are two main types of interviews: A formalized interview assumes that the communication between the interviewer and the respondent is strictly regulated by a detailed questionnaire and instructions. A free interview (conversation) is conducted without a pre-prepared questionnaire, only the topic of the conversation is determined. The conversation is used at the stage of preparation of mass questionnaires to determine the scope of research, replenishment and refinement of mass statistics data and as an independent method of collecting information.
Theoretical
Analysis and synthesis	Analysis is a way of knowing an object by studying its parts and properties. Synthesis is a way of knowing an object by combining into a whole the parts and properties identified as a result of analysis. Analysis and synthesis are not isolated from each other, but coexist, complementing each other. Speaking of analysis and synthesis, one should not think that at the beginning there is a pure analysis, and then a pure synthesis begins. Already at the beginning of the analysis, the researcher has some general idea about the object under study, so that the analysis begins in combination with the synthesis. Then, having studied several parts of the whole, the researcher already begins to make the first generalizations, starting to synthesize the first data of the analysis. And there may be several such steps before all parts of the whole are studied.
Comparison	Comparison is a way of knowing by establishing the similarity and / or difference of objects. Similarity is what the compared objects have the same, and difference is how one compared object differs from another. General comparison algorithm: 1. Definition of objects of comparison. 2. Determining the aspect of comparing objects. 3. Analysis and synthesis of objects in accordance with the aspect of comparison. If the essential features of the compared objects are known, then they are selected in accordance with the comparison aspect. 4. Comparison of the essential features of the compared objects, i.e. determination of common and/or distinctive essential features of compared objects. 5. Determination of differences in common features. 6. Conclusion. It is necessary to present common and/or distinctive essential features of the compared objects and indicate the degree of difference in common features. In some cases, it is necessary to give reasons for the similarities and differences between the compared objects.
Generalization	Generalization is a way of knowing by determining the common essential features of objects. From this definition it follows that the generalization is based on analysis and synthesis aimed at establishing the essential features of objects, as well as on comparison, which allows you to determine common essential features. Two main generalizations are defined: inductive and deductive: Inductive generalization (from a single reliable to a general probabilistic one) involves determining the common essential features of two or more objects and fixing them in the form of a concept or judgment. A concept is a thought that reflects the general essential features of objects. A judgment is a thought in which something is affirmed or denied about the attributes of objects. Inductive generalization is carried out according to the following algorithm: 1. Update the essential features of the objects of generalization. 2. Determine the common essential features of the objects. 3. Fix the commonality of objects in the form of a concept or judgment. Generalization is not only the definition of similar features of objects; it involves considering objects as part of something in common, part of some kind, species, family, class, order. Without generalization, there can be no cognition in general, because cognition always goes beyond the framework of the separate, individual. Only on the basis of generalization is it possible to form general concepts, judgments, conclusions, build theories, etc. An example of a generalization can be a transition from studying the common essential features of such objects as spruce and pine to the formation of a more general statement: "Spruce and pine are coniferous trees." Inductive generalization is always preceded by analysis, synthesis and comparison. Analysis and synthesis are aimed at establishing the essential features of objects. The comparison makes it possible to identify the distinctive and common essential features of objects. It should be noted that the definition of common essential features is already the beginning of generalization. However, generalization involves not only the establishment of common essential features, but also the definition of their "closest common", clarifying their belonging to a particular genus. A genus is a collection of objects that includes other objects that are a species of this genus. So, having studied the bow and crossbow, we will establish common essential features: arrows are thrown with the help of a springy arc, tied with a bowstring, bow and crossbow are individual weapons of shooters who use the strength of their hands when pulling the bowstring. Based on the knowledge of common features, we can generalize: both the bow and the crossbow are hand weapons for throwing arrows. Thus, a hand weapon for throwing arrows is a genus, and a bow and a crossbow are species. Deductive generalization (summarizing a single reliable under a general reliable) involves the actualization of a concept or judgment and identification with it of the corresponding essential features of one or more objects. Deductive generalization is carried out according to the following algorithm: 1. Update the essential features of objects, fixed in the concept or judgment. 2. Update the essential features of a given object or objects. 3. Compare the essential features and determine whether the object or objects belong to this concept or judgment. Let us carry out a deductive generalization under the concept of "hand weapons for throwing arrows". We know that this weapon throws arrows with the help of a springy arc, pulled together by a bowstring, when the bowstring is pulled, the strength of the shooter's hands is used. Let us take a sling and a bow as objects for deductive generalization. Let's take a look at their essential features. A sling is a belt loop with which you can throw a stone or a metal ball through a rotational movement. A comparison of the essential features of a sling with the features fixed in this concept allows us to conclude that a sling is not a hand weapon for throwing arrows. The bow consists of a springy bow tied with a bowstring. The bow was fired with long wooden arrows with metal tips. The bow was used by the archer in field combat. Comparison of this object and the concept allows us to generalize that the bow is a hand weapon for throwing arrows.
Classification	Classification involves making a genus (class) into species (subclasses) based on the establishment of features of the objects that make up the genus. A genus is a set of objects that are united into a whole according to common essential distinguishing features. Classification is carried out according to the following algorithm: 1. Set the type of objects for classification. 2. Determine the features of the objects. 3. Determine the common and distinctive essential features of objects. 4. Determine the basis for the classification of the genus, i.e. a distinctive essential feature by which the genus will be divided into species. 5. Distribute objects by type. 6. Determine the grounds for classifying a species into subspecies. 7. Divide objects into subviews. If in the process of inductive generalization we go from the singular to the general, from the less general to the more general, then in the process of classification we go from the more general to the less general, from the general to the singular. There are classifications according to the species-forming feature and dichotomous. Here are examples of classification according to the view-forming feature: mirrors are classified into flat and spherical, and spherical mirrors are classified into concave and convex. As an example of a dichotomous classification, we give the division of the concept of "forest": "forest" - "deciduous forest and non-deciduous forest"; "non-deciduous forest" - "coniferous forest and non-coniferous forest". In a dichotomous division, the genus is divided into two contradictory species that exhaust the genus: A and non-A. Classification can be carried out on the basis of essential features (natural) and non-essential features (artificial). With natural classification, knowing to which group an object belongs, we can judge its properties. DI. Mendeleev, arranging the chemical elements depending on their atomic weight, revealed patterns in their properties, creating a periodic system that made it possible to predict the properties of chemical elements that were not yet discovered. Artificial classification does not make it possible to judge the properties of objects (for example, a list of surnames arranged alphabetically, an alphabetical catalog of books), it is used to more easily find things, words, etc. The drug formulary, in alphabetical order, provides examples of artificial classifications. The following classification rules must be observed: 1. The division should be carried out only on one basis. This requirement means that a separate feature chosen at the beginning as a basis should not be replaced by other features during the division. The division of footwear into men's, women's and rubber is incorrect. 2. The division must be exhaustive, i.e. the sum of the species must equal the genus. In particular, it will be erroneous, not exhaustive: the division of triangles into acute-angled and rectangular ones (obtuse-angled triangles are skipped. 3. The species included in the genus must mutually exclude each other. According to this rule, each individual item should be included in only one type. It is a mistake to divide people into those who go to the cinema and those who go to the theatre, because there are people who go to both the cinema and the theatre. 4. The division into species must be continuous, i.e. it is necessary to take the closest species and not jump to subspecies. Among vertebrates, the following classes are distinguished: fish, amphibians, reptiles (reptiles), birds and mammals. Each of these classes is divided into further types. If, however, we begin to divide vertebrates into fishes, amphibians, and instead of specifying the reptile, list all their species, then this will be a leap into division.
Definition of concepts	A way of cognition by revealing the content of concepts. A concept is a thought that reflects the general essential features of objects. Every concept has content and scope. The scope of a concept is an object or objects, the essential features of which are fixed in the concept. For example, the scope of the concept of "planet Earth" is limited to one planet. The content of the concept is closely related to its volume, each planet has its own unique features, so the concept of "planet Earth" will include the following single essential features: "The third planet from the Sun, revolving around it at an average distance of 150 million km over a period of 365 solar days" . Thus, a concept is a word or phrase denoting an individual object or a set of objects and their essential properties. The generic definition of concepts involves finding the closest genus of objects of the concept being defined and their distinctive essential features. For example, in order to define the concept of "lighthouse", it is necessary to find the closest genus "tower" and determine the distinguishing features "with signal lights for sea and river vessels."

Presentation of work results

The presentation of the results of project or research work can take place in person (at a conference) or in absentia (the text or abstracts of the work are evaluated). When preparing the work for submission, it is worth considering the format of the event and the requirements for the submitted materials.

Writing and designing the written text of the work

At a number of conferences, the full text of the work is requested for evaluation or review at the first (correspondence) stage. Based on the results of the assessment, the work is either allowed to participate in the face-to-face round, or sent for revision, or rejected. Requirements for submitted papers may differ depending on the conference, below is some universal version of paper design.

The work must include a title page. At the top of the title page, the organization is indicated: an institution of additional education, a school, a public organization, etc., where the author of the work is studying (studying). In the upper third of the sheet, the full name of the topic of the observations is written. Information about the author is placed below (last name, first name, age of the performer or class of his education at the time of handing over the work to the supervisor or submitting it to any competition). The surname, name and patronymic of the head of work (if any) must be indicated. In the middle of the lower part of the sheet, the year of the report is given, which should not be confused with the year of the observations, they may not coincide.

The title of the work should reflect its essence. General names in research papers are not allowed. If the name includes the location of the research, it must be specific. For example. That's right - "Study of the morphological variability of river perch (Percafluviatilis) in closed water bodies in the vicinity of the village of Poyakonda (North Karelia)". A shorter version of this title is possible, "Study of the morphological variability of river perch (Percafluviatilis)". In this case, the place of research is given in the section with which the text of the work begins. Wrong - "Study of the morphology of fish in North Karelia" or "Study of the bird population of the Chelyabinsk region." Such names imply that the studies were carried out throughout the territory of the specified region. Often there are names that are typical for abstract works, for example, “Baikal is the pearl of our nature” or “Our protected forests”. These names do not reflect the meaning of the research work done.

If the report turns out to be voluminous, then the first page, after the title page, is reserved for the table of contents. It indicates the sections of the work and the pages on which they begin. A table of contents is not required at many conferences, since it takes up a volume that is most often limited by regulations.

The text of the work is written (printed) only on one side of the sheet. For registration of the report, standard A4 writing paper is used. The volume of the text, font, its size, line spacing, indents, etc. are usually specified in the competition regulations.

The next page should begin with the full title of the completed work. If it includes the names of plants or animals, then it is customary to duplicate them using Latin. Then the sections of the work itself follow.

In the Latin names of plants and animals, the genus name and the specific epithet are written in italics, the names of larger taxa are in regular type. Let's repeat a well-known example. "Studying the morphological variability of the river perch (Percafluviatilis)".

There is a rule according to which the name of a living being, which occurs in an article (final work of a student) for the first time, is duplicated in Latin. In the future, the author is free to use only Russian or only Latin.

Place and time of observation. At this point, you need to give in sufficient detail (but briefly) the geographical location of the territory: name the administrative region and region in which your research took place, indicate the natural zone (subzone) in which they are located, provide a description of the landscapes and main biotopes of this area, indicate the deadlines work. The volume of this section should not exceed 10 - 15 lines.

Purpose and objectives of the study.

Material and technique. Describe the methodology by which the work was carried out. If you used the generally accepted technique described in the literature, then make a reference, as it is shown below. In this case, it is enough to indicate the name of the method. For example. The study of the nutrition of nestlings was carried out by applying neck ligatures (Malchevsky, Kadochnikov, 1953). In the bibliographic list, give the full title of the work. If the technique is developed or modified by you, it should be described in detail.

The same paragraph indicates what material the researcher managed to collect and its quantity. For example, how many kilometers have been traveled, taking into account (in total and across different biotopes), how many geobotanical sites have been established and described, how many daily wanderings of animals have been used to determine the average length of an animal’s daily run, how many individuals have been caught and marked, how many species have been recorded, etc. n.. It also tells about other labor costs: 35 hectares of meadow were mapped; 5 daily observations were made. If the author of the work uses the material collected by a group of researchers, he must indicate the degree of his participation in the collection of field material. For example. I carried out all route counts of birds in 20 ... Data for the previous two seasons was kindly provided to me by colleagues in the circle (full name), to whom the author expresses his sincere gratitude. The author performed the analysis of the material collected over three seasons on his own.

Results (discussion of the material). This is the main part of the work, in which the collected material is presented, its analysis is carried out, a comparative description of the data obtained is given, graphs, tables, diagrams, etc. are given. At the same time, the graphic material is necessarily commented, and the logical conclusions are argued.

If you are going to write the main section of the final work, you should do several preparatory operations. First, you need to process all the material at your disposal. Secondly, to create a rough plan for the future text. It is necessary to select its sections, based on the research tasks that you solved. Determine the logic of the relationship of these sections. This will preserve the logic of the presentation of the material and will not distract from the fact that it is necessary to reveal the topic of the study as a whole.

Conclusions. They contain a brief summary of the main results of the work, which follow from the material presented in the previous section. Conclusions should correspond to the stated purpose of the study and the tasks set, however, there may be more than the number of tasks, but you should not artificially increase this section with a large number of small conclusions.

Each conclusion is a solution to a specific task you have set.

Application. This section contains large tables, graphs, figures and other graphic materials, which for one reason or another are inconvenient to place in the text of the main section. All of them, regardless of which section of the work they are in, are assigned their own serial number. Tables and figures (including graphs and diagrams) are numbered separately. All of them, except for the number, are given a specific name. It should contain information about what the illustrative material means, what kind of animal it is related to, where and when it was collected. And in the work itself, it must be indicated which of the tables or figures should be referred to at one time or another while reading the text.

The application should not include photographs of objects (introductory - a portrait of a budgerigar), the author and his friends, and other materials that do not illustrate the study itself.

Literature. Keep in mind that the object of your observations is unlikely to have come to the attention of a naturalist for the first time. It would be nice to get acquainted with the articles and books available on this problem and supplement the "Discussion of the Material" section with a comparison of our observations with the literature data. In addition, without knowledge of the literature, it is impossible to review the material on the chosen topic and justify your interest in it. Reference to the used literature is made as follows.

Example one. “This method of study was used by A.N. Formozov (1946) in the study…”. The numbers in parentheses indicate the year of publication of the work you are citing. The author's surname and year of publication will help the reader to find the full title of the article or book in the bibliographic list at the end of the work.

Second example. "This approach to taking soundings is described in detail in the literature (Oshmarin, Pikunov, 1990)". In this case, the names of the authors and the year of publication of the cited work are indicated in brackets. Note that in this case the initials of the authors are omitted. If a reference is made to several literary sources at once, then the next one is indicated after a semicolon (;) inside the same brackets. Try to place links of this kind at the end of sentences.

Example three. “The tendency of this species to settle in groups has also been noted in other parts of its range - in the Subpolar Urals (Bobrinsky et al., 1965), in the Yenisei taiga (O.V. Petrov’s personal communication) and in Tuva (Sidorov, 1990c).” In this case, the references are given sequentially, since the phrase contains a listing of natural regions studied by various authors. This example shows how you can refer to data that has not yet been published, naturally with the permission of the author of the observations. If the cited source has more than two authors, only the first one can be indicated in the reference, but all of them will need to be indicated in the bibliographic list. If for a comparative analysis of your material you use several works of the same author published in the same year, then letters are added to the year of publication, which will allow you to determine which of his articles you are citing.

Fourth example. “Information about the biology of the species is given in the book “Hunting Animals and Birds” by P. B. Jurgenson (1968). However, the full name of the cited source is rarely given in the text. This is allowed in cases where it is justified from an informative point of view or makes the text more readable.

Fifth option. In square brackets .

The bibliographic list of used literature is given in the last section. It is arranged in alphabetical order, starting with the last name of the author of the article or book. For example:

Lomanov I.K., Novikov B.V., Sanin N.A. Analysis of different ways of counting the elk // Biological bases of accounting for the number of hunting animals. Tver. 1990. S. 4 - 21.

Formozov A.N. Pathfinder's Companion. M.: Publishing House of Moscow. University of Moscow State University. 1974. 320 p.

Chelintsev N.G. Optimization of winter route accounting of hunting animals. Byull. MOIP, dep. biol., 1999. Vol. 104, no. 6.C. 15 – 21.

The sign "//" separates the title of the article from the title of the collection in which it is published. In a number of editions, they are replaced by another frequently used option for indicating punctuation marks at the end of the article title - a dot and a dash (. -). In particular:

Lomanov I.K., Novikov B.V., Sanin N.A., 1990. Analysis of different ways of counting elk. - In: Biological bases for accounting for the number of game animals. Tver. pp. 4 – 21.

In any case, the range of pages that the article occupies must be given. If it is published in any periodical, the number (volume) of the corresponding issue is indicated. When referring to the entire book, the total number of pages is reported.

After the title of the book write the name of the city in which it was published. In the case of Moscow and St. Petersburg (Leningrad), abbreviations are used (M. or St. Petersburg (L.), respectively), in other cases the name is given in full.

In collections or magazines, unlike books, the name of the publisher is usually not indicated. Some editorial boards also refused to mention the publisher in the cited books. If it is given, then usually through a colon (:) after the name of the city.

Formozov A.N., 1952. Pathfinder's companion. Moscow: MOIP, 360 p.

Formozov A.N., 1990. Pathfinder's Companion. Moscow: Moscow State University (or Publishing House of the Moscow University), 320 p.

Yurgenson P. B., 1968. Hunting animals and birds. M.: Lesn. prom., 308 p.

This example suggests that the book by A. N. Formozov was published in 1952 by the publishing house of MOIP (Moscow Society of Nature Testers) on 360 pages and in 1990 by the publishing house of Moscow State University (Moscow State University) on 320 pages, and the monograph P B. Yurgenson - in the publishing house "Forest Industry".

Sometimes the year of publication of a journal or book is indicated immediately after the author's surname and initials. So it is accepted in many foreign publishing houses. In our country, this method of bibliography is accepted in the Russian Ornithological Journal, which is published in St. Petersburg. Of course, it is better to use the generally accepted form of bibliography, but the most important rule is that the list of references should be formatted uniformly.

Thanks. Young researchers should not forget about scientific ethics. Someone helped to organize research, advised, helped to establish the species of hard-to-identify objects, etc. These people, mentors and colleagues, should be thanked for their help. Acknowledgments are usually written very briefly, in one or two sentences, and are placed either at the end of the Material and Methods section, or at the end of the work, but before the appendices and bibliographic list. Small differences in the design of the work may depend on your personal style, the nature of the work, the scientific school to which you and your supervisor belong. The main thing when writing a research paper is to preserve the general principle of its construction and not lose the logic of the presentation of the material.

Tsvetkov A. V., Smirnov I. A.

Hypothesis (Greek hypothesis - foundation, assumption, from hypó - under, below and thésis - position), what underlies is the cause or essence. In modern word usage, a hypothesis is an assumption or prediction of something, expressed in the form of a judgment (or judgments), a hypothetical judgment about the regular (or causal) connection of phenomena (BSE).

Artsev M. N. Educational and research work of students (guidelines for students and teachers) // Journal "Zavuch". - 2005. - No. 6. - P.4 - 29

Tatyanchenko D.V., Vorovshchikov S.G. The culture of knowledge is the knowledge of culture. - Chelyabinsk: Breget, 1998. - 193 p.

The text is given according to Tsvetkov A. V., Smirnov I. A. “Methodological guide to a digital laboratory in biology” (2013) with corrections.

Starting to write a thesis, students are faced with the need to formulate research hypothesis.

What is a hypothesis and what role does it play in scientific research?
How to put forward a hypothesis for your work?
How to formulate it and include it in the text of the introduction to the diploma?

The concept of a hypothesis in the thesis and its place in the structure of the study

The word "hypothesis" is translated from Greek as an assumption. This translation almost completely reveals the essence of the hypothesis as an element of scientific research. Ozhegov's dictionary defines it as a scientific assumption put forward to explain certain phenomena. This is the starting point for formulating a hypothesis.

At first glance, a hypothesis is just a few phrases in the introduction to the work. In fact, its role is extremely great. The whole work must be subordinated to these few statements. The analysis of scientific literature, which is usually given a whole chapter, is done in order to clarify the concepts and scientific facts related to the subject of research.

The study itself is the empirical part of the work. It is performed directly for the purpose of testing the hypothesis. At the conclusion of the diploma, all the collected facts are brought together and a conclusion is made about whether the hypothesis was confirmed. Thus, the hypothesis determines the structure of the work and the selection of scientific material.

The hypothesis manifests all the scientific significance of the study, since it represents the transition from existing scientific facts to new knowledge that the author obtains in the course of his research.

Hypothesis Requirements

The research hypothesis must meet several parameters:

Relation to established scientific facts(the hypothesis should not contradict the available scientific data);
Verifiability(the hypothesis should be such that in the future text of the work it would be possible to test it using theoretical or empirical methods);
non-obviousness(It is impossible to offer as a hypothesis scientific facts that are not in doubt. For example, the following statement will not work as a hypothesis: “It is assumed that the Constitution of the Russian Federation lays the fundamental foundations for all branches of Russian law”).

The formulation of a hypothesis usually includes the phrases: “It is assumed that…”, “If…then…”, “Based on… we hypothesize that…”.

Hypothesis classification

Hypotheses are of several types.

According to the functions of the research process, there are two types of hypotheses:

descriptive;
explanatory.

Descriptive hypotheses devoted to the study of the properties of the object under study. They can be devoted to the presence in its structure of one or another element or the existence of an object as such. For example, a descriptive hypothesis about the legal nature of the right to education can be put forward: “It is assumed that the obligatory nature of education does not turn this right into an obligation of the subject of law, but is an element of the mechanism for exercising the right to education”.

Explanatory hypotheses answer questions about causal relationships between the objects of study. They can be devoted to the conditions under which certain favorable social effects are achieved. An example of an explanatory hypothesis is the following: “We assume that improving the corporate culture of employees of an educational organization will lead to an increase in the quality of education in this organization”.

Hypotheses also differ depending on the object of study: they can be general, particular and single. General hypotheses cover large concepts and phenomena of nature or social life, while single hypotheses deal with the causes and effects of individual facts.

Rules for formulating a hypothesis

Despite the fact that the research hypothesis is written on one of the first pages of the thesis, it cannot appear to the student at the very beginning of the research.

Initially, you need to study the subject of research, get acquainted with scientific works on the topic, and then put forward your own assumptions about the research problem. A smart approach would be to formulate a working hypothesis after getting acquainted with the scientific literature and adjusting it after receiving an empirical result.

The stages of hypothesis formation are as follows:

Selection of a group of facts that need a scientific explanation and do not fit into existing theories;
Formulation of an assumption that can explain the revealed facts;
Careful verification of the stated assumption, study of its consequences;
Checking the received statement for compliance with the available scientific data;
Formation of a hypothesis as a scientific fact.

conclusions

As we can see, writing a hypothesis for a thesis is an important stage of scientific research. The hypothesis is included in the introduction of the work and serves as the core on which all the collected facts are strung and to which the ongoing research serves. Its confirmation or refutation is necessarily indicated in the conclusion of the work and serves as that new scientific knowledge, the discovery of which is the whole work.

Hypothesis is a scientific assumption, an assumption whose true value is uncertain.

The main methods of testing (confirmation, proof) of the hypothesis:

1) based on the information received from certain sources, analysis of existing knowledge, logic;

2) based on experiments, observations, questionnaires, etc.

Hypotheses are:

a) descriptive (the existence of a phenomenon is assumed);

b) explanatory (revealing its causes);

c) descriptive and explanatory.

The scientific hypothesis is subject to the following specific requirements:

It should not include too many provisions. As a rule, one main, rarely more for special special needs;

It cannot include concepts and categories that are not unambiguous, not clarified by the researcher himself;

When formulating a hypothesis, value judgments should be avoided; the hypothesis should correspond to the facts, be testable and applicable to a wide range of phenomena;

It requires impeccable stylistic design, logical simplicity, continuity.

Examples

We assume that in the representations of older preschoolers, external characteristics, rather than internal qualities, are predominant in the image of a woman; the dominating sphere is professional.

An example of a hypothesis in a work of a theoretical nature

The hypothesis lies in the assumption that the influence of Byzantium on the culture of Kievan Rus, unlike other countries, was not so dominant, which made it possible to enrich the culture of the people with a special originality, originality and originality.

An example of a hypothesis in a work that has an empirical part

The hypothesis of the study is the assumption that the cohesion of the senior school team is affected by the quantitative ratio of male and female. At the same time, the dominant number of boys determines that the group of adolescents has a higher percentage of cohesion.

Drafting a research plan

The plan is a certain order of sections / chapters, subsections / paragraphs that will be presented in the work. A correctly drawn up plan contributes to a better organization of the researcher's independent activities, helps to systematize the material, and ensure the consistency of its presentation.

As a rule, the points of the plan correspond to the objectives of the study.

Example

Research objective	Plan item (table of contents)
	1. THEORETICAL FOUNDATIONS OF THE PROBLEM OF THE IMAGE OF A WOMAN IN THE REPRESENTATIONS OF CHILDREN OF THE OLDER PRESCHOOL AGE
1. Describe the roles of women in accordance with gender characteristics.	1.1. Characteristics of the roles of women in accordance with gender characteristics
2. To study the sources that influence the formation of the image of a woman.	1.2. Sources of the formation of the image of a woman in preschoolers
3. Determine and characterize the features of the image of a woman in the views of older preschoolers.	2. REVEALING OLDER PRESCHOOL CHILDREN'S CONCEPTS ABOUT THE IMAGE OF A WOMAN 2.1. Characteristics of the instruments and participants of the study 2.2. Features of the image of a woman in the representations of children

2.1) Scientific research is purposeful knowledge, the results of which act as a system of concepts, laws and theories. When characterizing scientific research, the following distinguishing features are usually indicated:

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

This is a process aimed at finding 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 both the process of research itself and its results are ordered, brought into the 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 studies; 5) calculation of economic efficiency and pilot 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. In essence, each philosophical concept has a methodological function and is a peculiar way of mental activity. Therefore, philosophical methods are not limited to the two named. They also include such methods as analytical (characteristic of modern analytical philosophy), intuitive, phenomenological, hermeneutical (understanding), etc.

2. General scientific approaches and research methods that have been widely developed and applied 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, features, concepts of a number of particular sciences and philosophical categories. Secondly, the possibility (unlike the latter) of their formalization, refinement by means of mathematical theory, 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. An 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 the corresponding methods). The first is not superimposed in a purely external, immediate way on the second. Therefore, attempts to immediately, directly express the 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 methods and procedures used in a particular science, corresponding to a given basic form of the movement of matter. These are the methods of mechanics, physics, chemistry, biology, as well as the social sciences and the humanities.

4. Disciplinary methods - a system of techniques used in a particular scientific discipline that is part of some branch of science or that arose at the intersection 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 different levels of methodology), aimed mainly at the intersections of scientific disciplines. These methods are widely used in the implementation of complex scientific programs.

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

Invariant logic includes the following main general stages of research: 1) determination of research goals; 2) establishment of the object of study; 3) the 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) building a research plan; 8) implementation of the planned plan, adjusted in the course of the study; 9) hypothesis testing; 10) determining the significance of the found solution to the problem for understanding the object as a whole; 11) determination of the scope of the found solution.

The variability of the logic of research is determined by a set of types of pedagogical experiment (stating, transforming, forming). Some studies may not contain an experimental stage due to their specifics (for example, historical and pedagogical studies)

2.3) The following are recognized as the most important principles that ensure obtaining significant results by modern science:

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 consistency, which requires the interpretation of all phenomena as internally connected components of an integral system, natural, social, mental;

3) the principle of development, i.e. recognition of the 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 study, it is, as it were, the starting position, the starting point (dancing from the stove - folk wisdom), from which the study begins and which determines its direction in relation to the goal.

The approach can be aspect, system and conceptual. The aspect approach is the choice of one facet of the problem according to the principle of relevance or according to the principle of taking into account the resources allocated for research. So, for example, the problem of personnel development can have an economic aspect, a socio-psychological, educational, etc.

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

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

The approach can be empirical, pragmatic and scientific. If it is mainly based on experience, then this is an empirical approach, if on the tasks of obtaining the nearest result, then it is pragmatic. The most effective, of course, is the scientific approach, which is characterized by the scientific setting of research goals and the use of scientific apparatus in its conduct.

2.5) When working with literary sources, it is recommended to keep records of what is read. Records are divided into systematized and non-systematized. There are several methods for maintaining systematic records, these include plans, notes, abstracts, 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 appropriateness of its further study. Abstract is a systematized record of the text, reflecting the content of the document and its structure. When preparing a course note, it is the most common form of systematized notes of what has been read. Note-taking helps to accumulate the necessary material. The abstract can be short or long. In a short abstract, the main provisions (abstracts) of the work are fixed; in an expanded abstract, in addition to the abstracts, a detailed presentation of the work or its individual parts is given. When compiling a summary, it is recommended to write down the essentials of the read work concisely, without further ado. The abstract should be based on the plan of the work being studied. Therefore, it is useful first of all to draw up a plan, and then, revealing the points of the plan, keep notes. Documents are usually written in their own words. The most important and most difficult to understand parts of the text are best cited. Quotations contained in the abstract may be later transferred to the text, so they should be checked very carefully with the original. It is recommended to keep the summary in such a way that it would be easy to find the necessary material: it is best to make notes in large format notebooks or on separate sheets. It is necessary to write on one side of the sheet, be sure to note in the abstract the page numbers of the source from which the information was taken. However, this can also be individual. The abstract is the most concise summary of the content of the document or part of it. It should include the main ideas, facts and conclusions of the document. The essay in its content is close to an essay on a given topic, but the essay sets out its own arguments about the subject of the presentation, and the abstract retells the materials of the sources. Extracts are brief records of individual fragments of texts, figures, dates and other facts.

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

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

2.7) The object of science is a certain area of reality (natural or social), to 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, the object is glass, the object is the light transmission capacity 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 in terms of the methodology of science, namely, it must be 8:

logically consistent;

fundamentally verifiable;

not contradicting previously established facts that are not related to the subject area;

applicable to the widest possible range of phenomena;

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

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

The main stages of the development of the hypothesis are shown in fig. 2.4.

Rice. 2.4. Stages of developing a research hypothesis

As a result of the study, 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 relate to the existence of an object, its structure, properties, elements and relationships 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 the main 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 partial subgoals in some conditions. The objectives of the study ensure the achievement of the overall goal of the study. The work usually formulates several tasks, the recommended number is 4-5. Tasks are set out in a list, in the form of an enumeration. The enumeration of tasks can be determined either by the time sequence of the study, or by the logic of the study process. The set tasks determine the structure of the work, the description of their solution forms the content of the sections and chapters of the work. The titles of chapters (sections) and paragraphs (subsections) of the work follow from the formulation of the tasks.

2.10 What is the purpose and objectives of the study? How are the objectives of the study related to its hypothesis?

Scientific research, depending on the intended purpose, the depth of scientific study, the 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, to reveal the links between phenomena (type, form and direction of links), to 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 purpose of applied research, including design, is to link the results of fundamental research to the 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 during applied research is 20 ... 90%. The purpose of research and development, including pilot production, is to create prototypes of equipment, new technological processes or improve existing technologies and equipment based on the main results of functional and applied research. The probability of obtaining a positive result during R&D is 50 ... 90%.

Tasks are formulated using verbs: study, develop, identify, establish, justify, determine, verify

After determining the purpose of the study, a research hypothesis is formulated 6 - "a provision 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 in order to solve the problem posed 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.

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

Thesis Research Hypothesis- this is its predicted result, an assumption, the reliability of which is verified empirically in the course of work. For the sake of confirming or refuting it, you choose, perform theoretical and practical research, and formalize your work. In or coursework, you evaluate whether the hypothesis put forward is true. If so, then it will become a theory that you have proven with your work. If not, it is rejected, because 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 at the end of 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 in 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 desired hypothesis itself will be in your mind.

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

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

Formulation of the research hypothesis

The following tips will help you to correctly and beautifully outline the hypothesis.

The hypothesis usually concerns the object or subject of research, therefore it is in direct connection with these sections. Also, it is significantly influenced by the goal, objectives and problems.
It is important to formulate the hypothesis correctly, without passing off obvious things known to everyone as it. Refrain from controversial or vague concepts, make sure that the hypothesis can be tested by 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 speech turns that would emphasize the subjectivity of the idea put forward. For example, start with the phrase "should be expected...", "You can assume that..." or "it is assumed that…". If you have enough courage, clearly write that the hypothesis belongs to you, 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 a hypothesis.

Strong logical connection with the topic, purpose, objectives and problems of the study.
The absence of a sharp contradiction between the research already done on your topic and your conclusion.
Openness to verification by various research methods.
Competent wording without logical conflicts and speech errors.
Maintaining a balance between high flight of thought and banal facts

An example of highlighting a research hypothesis in a thesis

Hypothesis Examples

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

The direction of the course work: business, entrepreneurship.

Topic: Motivation of the employees of the organization.

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

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 increase significantly while 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 students 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 to 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 facts collected. Analyze them, accompany with your own opinion. The second section incorporates the results of your experiments and studies, the calculations performed.

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

Origin. Revealing 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.
Formulation based on these inferences.
Theoretical study. Search for opinions related to the hypothesis in different sources. Comparison of expressed ideas with own ideas, their analysis and citation.
Practical research. Implementation of thematic experiments related to the hypothesis. Analysis of the obtained results. Performing calculations, preparing all kinds of final charts and graphs.
Comparison of the obtained research results with the hypothesis, its subsequent refutation or confirmation.

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

How to make a hypothesis in the project. The important role of the hypothesis