In pedagogy constructivism appeared, thanks to the psychologist Jean Piaget, who said: "knowledge is not transmitted, it is created". If we transfer his approach of cognition together with the ideas of constructivism into the definition of learning, we will get that learning is an active process of knowledge formation, the meaning of which is formed from the individual experience gained in realistic conditions by choosing different options.

 The participation of schoolchildren in educational and research activities is an effective way to move from productive to creative learning. A teaching and research activity is an organized pedagogy using mainly didactic means of conditional and prospective management of students' activities, aimed at finding the rationale and the presence of law-abiding connections and experimentally suspicious or theoretically analyzed facts, phenomena, processes, in which the independent application of methods of scientific methods of cognition dominates and as a result of which students actively acquire knowledge, develop their research skills and abilities (Andreev V.I.).[1,3,4]

A research activity can be defined as a condition for the development of the ability to look and see, to observe, for the development of the personality as a whole. Research activities are based on: ·         Development of cognitive skills and abilities of students; ·         Ability to navigate in the information space; ·         The ability to independently construct their own knowledge; ·         The ability to integrate knowledge from various fields of science; ·         Critical thinking skill

Providing research opportunities for as many students as possible is important to allow some of those with lower academic rankings to shine in a research atmosphere. Developing research skills in a whole cohort may add to their general academic environment by inspiring curiosity in studies generally and promote progression to graduate research (Bauer, Bennet, 2003)[2]

The role of the Research Skill Development (RSD) framework is to enable faculty members to conceptualize incremental approaches to involving students in inquiry. The RSD presents six facets of research, in which students:

• embark on inquiry and thus determine a need for knowledge/understanding;
• find/generate needed information/data using appropriate methodology;
• critically evaluate this information or data and the process used to find or generate it;
• organize information collected or generated;
• synthesize and analyze and apply new knowledge; and
• communicate knowledge and understanding and the processes used to generate the advances, with an awareness of ethical, social and cultural issues (Willison, O’Regan, 2006) [3]

The formation of special knowledge among schoolchildren, as well as the general skills and abilities necessary in research work, is one of the main tasks of modern research education. Mastering these important cognitive tools is the key to the success of children's cognitive activity. The very fact of effective use by a schoolchild of special abilities and skills of research work is considered by scientists as the most important indicator of cognitive need (Bogoyavlenskaya D.B., Bruner J., Leites N.S., Leontovich A.V., etc.).[4] Research activity develops the thinking and creative abilities of the child very well. He learns to highlight the main ideas and see secondary ones, tries to define concepts, his speech develops. The search for answers to questions leads students to put forward hypotheses, teaches them to look for sources of information, conduct experiments, analyze the results, and draw conclusions. And most importantly - the child learns to acquire new knowledge on their own. The success of such tasks forms "intellectual" joy and positive emotions.

The study on the impact of the (Engage, Explore, Explain, Elaborate and Evaluate (5E) technique on the development of students' research skills was carried out in stages. Initially, 3 groups of students aged 15-16 were selected. There were 9-12 people in each group. At the first stage, which was held in the 1st quarter of the 2020-2021 academic year, the method of generalizing independent characteristics was applied. It was necessary to collect, analyze and summarize information about the object under study. For this, teachers in other subjects, parents, curators, psychologists and medical workers of the school were interviewed. In parallel, at this stage, a survey of students of the studied groups was carried out. The questionnaires contained both open and closed questions, which allowed obtaining such information as: how much students are motivated to study the materials of the subject; how much motivation and interest in the learning process depends on the teacher's teaching method; what activity helps to learn the material more; what contributes more to the assimilation of the material: active participation or passive observation of the process, etc. All questionnaires were carefully analyzed and the results of the analysis of personal data were used at the second stage, when planning a series of lessons using 5E technique. During the 2nd stage of the study, which was conducted in 2020-2021 in 2-3 quarters, 3 lessons were planned and conducted in the 10F class on the section "Nitrogen and Phosphorus", 3 lessons in the 9C class on the topic "Metals" and 4 lessons in Grade 10 in the section "Limestone and carbonates". At each lesson, teachers carried out diagnostics based on the performance of certain tasks. The “research” stage made it possible to determine how such research skills of students as planning and performing an experiment develop. Observations were recorded during the lesson and this made it possible to analyze the effectiveness of each task proposed in the lesson. To establish the reasons that caused difficulties. The results of the second stage were taken into account in the planning of activities at the third stage, which was carried out during the 1st and 2nd quarters of the 2021-2022 academic year. At this stage, we tested how the changes made to planning and teaching lessons using the 5E technique affected the development of the skills we wanted to improve.

From the results of the first questionnaire, we noticed that 20% of students like it when the teacher fully explains the material, 60% of students answered that they liked to work independently and expect help from the teacher only as a last resort, 5% learn the material on their own, 15% can only learn after working with the textbook. 80% of students answered that they like to do practical work on their own, 10% of students answered that it is difficult for them to deal with the sheets with instructions on their own, 10% answered that they can do it together with a peer. When studying new material, schoolchildren aged 15-16 are still not confident in their abilities, doubt the correctness of their answers when solving certain problems, and therefore always need the support of a teacher, because, due to their age characteristics. They are not yet able to foresee the long-term consequences of their actions, and this was repeatedly stated in his interviews by prof. Jelle Jolles (Maastricht University).[5] Comparing the results of the 1st and 2nd quarters, in the 9C class one can see the 1st quarter -64% (5-1.4-4, 3-7), in the 2nd quarter - 71% (5-2.4-8.3-2) the quality of knowledge had improved by 7%. In grade 10, the quality of knowledge in the 1st quarter was -83%, in the second quarter -100%, which led to the maximum increase in the quality of knowledge. Using the 5E technique, we noticed that students began to actively participate in the lessons, motivation increased, confidence in their abilities, and the ability to find and explain the cause of certain phenomena was improved. Through the implementation of practical experiments, students developed skills in working with devices, and found answers to ongoing changes, compared and generalized knowledge, formulate conclusions.

1.John Willison University of Adelaide. CURFocus Multiple Contexts, Multiple Outcomes, One Conceptual Framework for Research Skill Development in the Undergraduate Curriculum . C o u n c i l o n U n d e r g r a d u a t e R e s e a r c h • w w w . c u r . o r g 2.John Willison. Development Of All Students’ Research Skill Becomes A Knowledge Society. AISHE-J Volume 2, Number 1 (Autumn 2010) Page 12.1 The University of Adelaide, Australia Invited Article. URL: http://ojs.aishe.org/index.php/aishe-j/article/view/12. Based on a keynote presentation at the AISHE International Conference 2009. 3.P. V. SEREDENKO Development of research skills and skills of younger schoolchildren in the conditions of transition to educational standards of a new generation: monograph /Yuzhno-Sakhalinsk: publishing house of Sakhalin State University, 2014. - 208 p. http://sakhgu.ru/wp-content/uploads/page/record_85100/2019_04/ 4.Lubinskaya Tatiana Nikolaevna Research skills and abilities as basic components of professional development of a personality //Modern education is going through a period of rethinking philosophical- 2009 -99 p https://cyberleninka.ru/article/n/issledovatelskie-umeniya-i-navyki-kak-bazovye-komponenty-professionalnogo-stanovleniya-lichnosti 5.W.Vander Elts, M.V.Van Boxtel, J.Jolles Occupational activity and cognitive aging: a case-control study based on the Maastricht Aging Study // Psychology, Medicine/ 27 april 2012 ID: 5394435 https://www.semanticscholar.org/paper/Occupational-Activity-and-Cognitive-Aging%3A-A-Study-Elst-Boxtel/4673fe41840dae313484c9f8b54cef0b90e39d1b