Observation belongs to the group of methods. observation method. educational and methodical material on the topic. Purpose and objects of statistical observation

Methods of observation and experiment are used to test the hypothesis.
Observation as a method of cognition is one of the most used in science. The term "surveillance" has several meanings. In the ordinary sense, observation provides an opportunity to orient oneself in the environment, to bring one's actions into a system in accordance with changing conditions. Educational observation gives the student an idea of ​​the objects, processes, dependencies, quantitative, qualitative, and spatial characteristics of what is being studied. Since the method of observation appears among the epistemological tools of scientists, there is also a general definition: observation is a deliberate and purposeful perception of the outside world in order to find meaning in phenomena. In order to conduct observation, it is necessary to develop such a quality as observation, which can be described as an activity aimed at analyzing the fact under study, the event in order to identify a certain pattern. In science, exploratory observation is presented as one of the universal tools of a scientist. Observation can be done with the help of the senses and instruments.
According to psychologists, the more sense organs are involved, the higher the productivity of observation. A person can cover various aspects of observation: visual, auditory, olfactory, tactile, tactile sensations.
Despite its apparent simplicity, exploratory observation is quite complex, has its own stages of improvement and productivity conditions. The difficulty of this method lies in the fact that the researcher needs to distinguish the observed phenomenon from the overall picture of those phenomena and processes against which it occurs. The main function of observation is the selective selection of information about the process under study in
conditions of direct and feedback of the researcher with the object of observation.
Observation gives science new facts that cannot be explained within the framework of theory. Attempts to explain the results of observation stimulate the development of cognitive and creative activity, contribute to the development of the personality of the researcher.
The essence of observation is that the state and change of the object under study, its quantitative, qualitative, structural, symptomatic, vector, dynamic changes are consistently displayed and fixed in the mind of the researcher. At the same time, the observation method can be used as an independent method for solving a research problem, as well as as an integral part of other methods.
In order to understand the content of the research method of observation, it is necessary to group it. It is possible, for example, to combine observation according to the type of connection of the researcher with the object of study and to single out such varieties of it as direct, indirect, open, hidden. The grouping is based on signs of time and space: continuous, discrete, monographic, special, etc. observation. .

Theoretical part

Observation - general scientific method of research. It is used both as a leading method and as an additional reinforcing method (for example, during a survey). It is both the simplest and the most complex at the same time. Observation is a character trait of a true researcher in the following cases.

The method of observation in psychology can be used:

• 1. To obtain preliminary material, as a clarification of the directions of the planned work (pilot study).
• 2. For illustrative data.
• 3. As the main method of obtaining primary information.

It is important to distinguish between observation as a method of research and everyday observation. How observational research method differs chain of key questions: Why watch? - What to watch? – How to observe? - How to fix? – How to analyze?

Its correct application is related to the following rules and procedures.

• 1. A clear statement of the purpose of observation - the answer to the question: "Why observe?"
• 2. Identification of the object and subject of observation - the answer to the question: "What to observe?"
• 3. Carrying out observation according to a previously developed program and scheme (in a situation of a controlled experiment) or taking into account the accepted standards of visual fixation; definition of criteria and parameters of observations - the answer to the question: "How to observe?"
• 4. Thinking through the system for fixing the material under study (writing in a diary or observation card, photographing, video recording, etc.) - "How to fix?"
• 5. Taking into account various factors of the observation situation, identifying the uniqueness, variability or stereotype of the observed; dilution of the observed fact and its interpretation; other significant points - the answer to the question: "How to interpret?"

There are various classification of types of observation.

• 1. By time :
  • - non-systematic, or episodic observation. It is used most often when observation acts as an additional research method;
  • - short-term, or timed observation - for a well-defined time;
  • - frontal - the event is recorded from beginning to end (often simultaneously from different observation points);
  • - systematic, or longitudinal observation - for a long time.
• 2. According to the position of the researcher.
• - not included - observation from the outside, when the researcher is not a member of the study group or is not included in the series of events;
• - included - the researcher is included in the living fabric of the observed events, becomes their participant.

Depending on whether the position of the researcher is known to other people, the included observation is divided into:

• - open - people around know the answers to the questions: who and what the researcher is watching;
• - semi-closed - people around know that the researcher is a person who is interested in ongoing events (they understand that this person is a stranger or not their own), but what and why he fixes is unknown;
• - closed - the status (researcher) and the goals of the observer are not disclosed;
• - indirect - attracting the results of observations (photos, videos, memories) of other people;
• - external - observation of people, external events, situations, phenomena in relation to the researcher;
• - internal - self-observation, fixation of the experience experienced by the researcher.
• 3. According to the degree of formalization :
  • - structured observation - according to predetermined parameters and criteria;
  • - unstructured observation - without a clear pre-set scheme, fixing everything that happens.
• 4. By venue :
  • - field - observation taking place in natural conditions;
  • – laboratory – observation proceeding in artificially created conditions.
• 5. By object of observation :
  • - a separate manifestation of a person (his psychological properties, characteristics, types of response);
  • - the interaction of people with each other (the process of communication);
  • - a person in activity (game, professional or economic activity, social management, etc.);
  • - everyday life (ordinary course of life);
  • - significant situations or events (holiday, ceremony, extreme situation).
• 6. According to the method of fixation :
  • – observation diaries;
  • – map of observations;
  • – protocol;
  • – a separate record of the observed episode;
  • - sketch;
  • - photography;
  • - film or video recording.

For most observed situations, there is a general list of significant elements for fixation.

• 1. Observables:
  • a) for a group - the number of people, the socio-demographic structure of the group, the nature of the relationship in it, the distribution of roles between the participants in the situation;

Example: A group of 12 people (participants of one expedition group - 5 boys 13 years old, 2 boys 10 years old, 4 girls 12 years old, 1 male teacher about 40 years old); the relationship between the members of the group is business-like, calm. The teacher acts as an organizer of joint activities (discussion of the upcoming radial exit, distribution of responsibilities between participants). Girls demonstrate less activity in discussion compared to boys in terms of parameters: the number of clarifying questions, keeping their eyes on the teacher, distraction from the general discussion.

b) for an individual - full name (or gender), age, social and educational status, nature of involvement in the observed situation, etc.;

Example: Shinkoev Bato Kokchendoevich, born in 1926, Evenk, elder of the clan, was born in the Pama settlement, where he lives in the summer, and in the winter in the village. Yagdyg, storyteller. I remembered Evenki fairy tales in childhood from my grandfather, now he tells them to his youngest great-grandson Bato.

2. Environment - the location of the observed situation, conditions of stay, social behavior typical for a given locus, possible deviations in the behavior of members of the observed group.

Example: Glade near the central fire, sunny weather, calm, many mosquitoes; the behavior of group members that is characteristic of a given place.

Or: Republic of Buryatia, Kurumkansky district, with. Yagdyg, 07/21/2005. A conversation with the oldest member of the family - B. K. Shinkoev - on the porch of his house in the presence of the wife and children of the owner. On this day, the family was going to return to the Nama lodge (they came to the village for several days to perform the rite of naming the youngest great-granddaughter).

3. The goals of the group's work are fixing a random or predicted situation; the presence of formal or informal goals for which the group gathered; the aspirations of the observers are the same or opposite.

Example: The group met specifically - to discuss the organization of the upcoming exit; interest in the radial exit and willingness to participate in it is shared by the boys and the teacher. The girls' goals are to get information to think about and decide among themselves whether they will participate in the upcoming event.

Or: Recording of a fairy tale in the Evenki language. B.K. Shinkoev told a fairy tale in his native language, after which he translated it into Russian. The narration was emotional, with special gestures and facial expressions, highlighting the key moments of the plot with intonation. In the Evenk and Russian versions of the story, gestures, facial expressions, and intonations were largely similar.

4. Frequency and duration - the time, duration and repetition of the observed situation, its uniqueness or typicality.

Example : The discussion of the prospects for visiting the Porzhensky churchyard lasted half an hour (from 16.40 to 17.10). This was the first meeting of the group on this issue.

Or: The recording of the first fairy tale began 15 minutes after we met. Three fairy tales were recorded (in time - 1.5 hours).

The observation method has both advantages and disadvantages.

TO virtues can be attributed: obtaining information directly from the source, the researcher is personally involved in the process, the likelihood of data distortion is reduced.

As shortcomings it should be noted: large time costs, the facts remain without comment; a very high risk of subjective errors in the perception of the researcher (the influence of differences in the social position of the observer and the observed, the dissimilarity of their interests, value orientations, stereotypes of behavior, etc.), "staging" of space when using technical means of observation or the open position of the observer.

It should be noted that in connection with the development of audiovisual technical means of fixation and their availability, observation can be called one of the leading methods.

The transition to the digital format of audio, photo, video recording allows you to create clearly structured catalogs of various materials with the necessary records, comments, protocols.

However, the development of technology does not remove the problem of skill - the ability to pay attention to the right moments, to minimize one's impact on the observation process, the ability to correctly and accurately fix, etc.

Practical part. The practical part of the lesson can have several stages.

It is important to pay special attention to teaching the correct, adequate and complete fixation of the observed, depending on the goals and methods of conducting the observation. A rule well known to naturalists should work here: "Not recorded - not observed!"

Initially, it is advisable to conduct various games to develop attention and observation. Even such well-known games as the children's game "Traffic Light" or distinguishing different elements in similar objects or changes in an object ("find 10 differences"), etc. can be useful.

It is productive to start mastering the methods of observation with non-participant observation. Maybe even for animals. In such trial observations, it is easier to set observation criteria and methods for fixing them. Special attention should be focused on the distinction - the observed fact and its interpretation.

In the future, teaching methods of observation can be carried out directly on various manifestations of the behavior of members of the group, which includes students. However, once again we remind you that participant observation is initially more difficult when mastering observation methods. After defining the goals, objectives, object and subject of observation, it is important that the criteria are clearly set according to which the observed facts will be recorded. It is interesting to trace the change in the results of observations on the same problem in different situations and for different observers.

Separately, it is necessary to carry out practical work on the development of technical means of visual fixation (photo, video) with a discussion of visual results. Tasks can be formulated both for shooting a separate topic or plot (for example, "joyful child" - fixing a certain emotional state in children), and for shooting a process that lasts in time (for example, the process of interaction between a teacher and a student at school from the beginning to the end of the lesson) .

In parallel, the norm of keeping observation diaries by students should be included. At the same time, it is necessary to distinguish between the genres of diaries: fixing external events, facts, information received; recording socio-psychological observations and their interpretations; reflective records of one's own thoughts or fixation of one's emotional states, experiences, feelings. Each of these diary genres has its own value. It is important to develop the depth and accuracy of fixing observations in the form of diary entries. Text analysis will be discussed in more detail in the next topic of the program.

Final part. When discussing the results, it is necessary to trace and take revenge on the presence of certain subjective factors that influenced the choice of the object of observation.

Compare records of observations of the same situation by different people.

When comparing diaries, special attention should be paid to the differences in the position of the observer and the differences in the ascertainment and interpretation of facts.

When discussing photographs and videos, one should focus on how accurately what was happening was recorded, the natural state of a person was caught, or the frame was staged.

It is possible to discuss with illustrative examples typical observation errors (according to A. A. Ershov).

• 1. halo effect. An overly generalized impression of the observer leads to a rough perception of behavior, ignoring the nuances: the small details of the situation fall out of the attention of the researcher.
• 2. condescension effect. The tendency to give a predominantly positive assessment of what is happening, i.e. misrepresentation of the appraisal position.
• 3. Central tendency error. The observer tends to give an average estimate of the observed behavior.
• 4. Correlation error. The evaluation of one trait of behavior is given on the basis of another observed trait, the relationship of which is most often only external.
• 5. contrast error. The tendency of the observer to highlight in the observed features opposite (or as similar as possible) to their own.
• 6. First impression mistake. The first impression of an individual (whether obtained independently or given by others) determines the perception and evaluation of his further behavior.

• Cit. on: Druzhinin V. N. Experimental psychology. St. Petersburg: Piter, 2000, p. 43.

Observation is a purposeful perception of a pedagogical phenomenon, during which the researcher receives specific factual material. At the same time, records (protocols) of observations are kept. Observation is usually carried out according to a predetermined plan with the allocation of specific objects of observation. This method involves purposeful, systematic and systematic perception and fixation of the manifestations of psychological and pedagogical phenomena and processes.

The features of observation as a scientific method are:

focus on a clear, specific goal;

planning and systematic;

objectivity in the perception of the studied and its fixation;

preservation of the natural course of psychological and pedagogical processes.

Observation is a very accessible method, but it has its drawbacks related to the fact that the results of observation are influenced by the personal characteristics (attitudes, interests, mental states) of the researcher.

Observation stages:

definition of tasks and goals (for what, for what purpose the observation is being carried out);

choice of object, subject and situation (what to observe);

choosing the method of observation that has the least effect on the object under study and provides the most necessary information (how to observe);

the choice of methods for recording the observed (how to keep records);

processing and interpretation of the received information (what is the result).

Question No. 19 The subject of pedagogical observation and types of observations. Means of observation.

Observation can be:

purposeful and random;

continuous and selective;

direct and indirect;

long and short term;

open and hidden ("incognito");

ascertaining and evaluating;

uncontrolled and controlled (registration of observed events according to a previously worked out procedure);

causal and experimental;

field (observation in natural conditions) and laboratory (in an experimental situation).

Distinguish observation included, when the researcher becomes a member of the group in which the observation is conducted, and non-included observation - "from outside"; open and hidden (incognito); complete and selective.

Observation as a research method requires the researcher to follow the following rules:

clearly define the objectives of observation;

draw up an observation program depending on the goal;

record the observational data in detail;

Observation is a complex process: you can look, but not see; or look together, but see different things; look at what many have seen and see, but, unlike them, see something new, etc. In psychology and pedagogy, observation turns into a real art: the timbre of the voice, eye movement, dilation or contraction of the pupils, slightly noticeable changes in communication with others and other reactions of the individual, the team can serve as the basis for psychological and pedagogical conclusions.

The means of observation are different: observation schemes, its duration, recording technique, data collection methods, observation protocols, systems of categories and scales. All these tools increase the accuracy of observation, the possibility of recording and monitoring its results. Serious attention should be paid to the form of record keeping, which depends on the subject, objectives and research hypothesis that determine the observation criterion.

Like any method, observation has its own strengths and weaknesses. The strengths include the possibility of studying the subject in its integrity, natural functioning, living multifaceted connections and manifestations. At the same time, this method does not allow one to actively intervene in the process being studied, change it, or deliberately create certain situations, or make accurate measurements. Consequently, the results of observation must necessarily be supported by data obtained using other methods of psychological and pedagogical research.

The observation program must accurately determine the sequence of work, highlight the most important objects of observation, methods for fixing the results (protocol notes, diaries of observations, etc.).

Each of us uses the method of observation every day in our daily lives. We're watching the game children, for patients of polyclinics while waiting for an appointment, etc. Sometimes we generalize observations and share them with other people, sometimes they are just glimpses. We meet with a professional approach to observation when a commentator informs us about events on the football field, a cameraman shoots with a hidden camera participants in the observed events, a teacher, testing a new teaching method, observes the behavior of the class in the lesson, etc. Thus, in many areas of social practice, observation is successfully used to study reality. In science, the method of observation has also been used for many centuries, although in methodological terms it has become the object of close study, especially in recent years.

Observation can be defined as a method of collecting social information by directly studying a social phenomenon in its natural environment.

In sociological research, there are two varieties of the method of observation, depending on the degree of standardization of the observation technique. Standardized Observation Technique involves a detailed list of phenomena, events, characteristics, signs to be observed, the definition of conditions and situations of observation, instructions for observers, uniform cards for registering observed phenomena. This type of observation is called structured or standardized.

The second type of observation technique is unstructured or non-standardized observation. In this case, the researcher determines only the general directions of observations, and the form of data recording is the observer's diary, where the results are recorded in free form directly during the observation process or later from memory.

An example of a standardized method of observation is the method most often used by economists of momentary observations of the use of equipment and the cost of working time. The essence of this method, which sociologists can also use to solve their problems, is that a group of observers, using a standard method, fixes not the absolute time spent or equipment downtime (work, negotiations, downtime, etc.), but the fact itself, those. the number of observed cost types at the time of the survey. To register momentary observations, a special "Observation sheet" is developed, which is a table. The rows of the table contain serial numbers and surnames, first and middle names of workers and rows for summarizing data by columns. The columns contain data for the following sections.

Normalized time (work):

Preparatory and final;

operational work;

Workplace maintenance;

For rest and personal needs;

Total work.

Non-standardized time (losses):

1. For organizational reasons:

lack of material;

walking for materials, blanks;

waiting for vehicles;

2. For technical reasons:

lack of fixtures, tools, documentation;

waiting for repair and repair of equipment;

adjustment and readjustment of equipment;

lack of electricity;

3. For reasons dependent on workers:

late start and early end of work;

Without good reason;

other reasons;

total loss of working time.

4. Number of observations (bypasses per shift).

Bypass number.

Tour times:

ending.

The "observation list" also includes data from the place and time of observations (shop No.), site ____, date of observation, number of workers, number of observations, number of rounds ___, shift ____, purpose of observations.

The researcher develops and includes in the observation list a route around the observed objects.

The method of momentary observations can be used to study the work of enterprises in the service sector, health care, etc. The possibilities of this method are far from being fully used by sociologists.

Another example of standardized observation is the method of self-photography of time budgets (daily or weekly). In this case, the methodology is based on self-observation of the respondent and registration of time spent in a specially designed standard form containing a list of activities during the day (according to the rows of the table) and special columns (table columns) intended for recording time costs.

Unstructured observation is most often used at the preparatory stage of the study, when the researcher needs to better understand the problem situation, "feel" the contours of the problem, clarify hypotheses, find out possible sources of information on the problem under study and methods of working with them.

An example of such use of observation is the participatory observation conducted by a Belarusian sociologist at the stage of developing a research program. The subject of the study was the attitude of the workers of one of the Minsk factories to the new system of labor organization. The sociologist-observer worked at first in auxiliary jobs, which made it possible to contact many members of the primary team, observe various production situations, join the team, and adapt to intra-group norms. Then the sociologist-researcher began to work as a machine operator, joining the observed situation from the position of a professional worker. The results of the observation were recorded daily in a diary. It should be noted that after the initial adaptation in the team, the sociologist revealed his "incognito" and the observation became open. The results of observation were used not only for content, but also for methodological purposes for comparison with the results of a questionnaire survey. According to this study, information about the attitude of a worker to a foreman, shop manager, in cases where it is obtained by the method of questioning, is more subject to situational influences than when using the observation method. Another methodological result of participant observation was the formation of requirements for participant observation. Let's take a look at the most important of them. First, the sociologist-observer must work in the group under study in a specialty that is not very complex. Otherwise, there is no time for observation - all attention is focused on production operations. Secondly, the work that the sociologist-observer performs should make it possible to contact many members of the team in order to observe them in various production situations; thirdly, the sociologist must have initial professional industrial training to enter the observed team.

The collection of data in unstructured observation does not exclude systematization during their processing using formalized methods that involve obtaining some quantitative characteristics. Often the result of unstructured observation is the development of standard, formalized observation procedures.

Observation in sociological research can be used both as a stage of the research process and as an independent method of study. In the latter case, it is most effective for social phenomena whose development can only be understood within their natural environment. Surveys and experiments are focused on measuring social characteristics in some conditional situation. For example, in a public opinion poll, an individual may be interviewed at home, at the workplace. But not all phenomena can be studied in this way. Deviant behavior, socially disapproved actions, religious behavior, etc. requires active involvement of observation methods. One of the brightest studies in this respect was the study of the life of Chicago tramps by the tramp N. Anderson using the method of participant observation. History knows many other studies of this kind, carried out later: this is the work of Thrasher on the study of urban gangs (Chicago 1928), W. White on the study of gangs in Boston, etc.

The method of observation plays an independent role in the study of unique and fleeting phenomena of social life, and in the monographic study of individual local objects and phenomena.

Schematically, several types of social phenomena can be distinguished that can become objects of observation: these are individual actions of individuals and groups, activity as a whole, the meaning of actions, participants, dependencies between individuals and groups, environment (environment).

Let us give an example of the development of methodological tools for studying meetings as a channel for expressing public opinion. The standardized observation procedure provided for the division of the meeting into separate components. A separate registration card was developed for data collection and registration. In total, the observation procedure includes nine documents (cards) for recording data for individual stages, periods of the meeting:

I. General characteristics of the meeting:

Date of the meeting.

Enterprise (institution, organization)

Subdivision.

Type of meeting (industrial, trade union, general);

Agenda.

Scheduled meeting time (hour, minute).

Location of the meeting.

Start time of observation.

Space for additional notes by the observer (if the meeting did not take place, indicate the reasons for the disruption or rescheduling, briefly describe the place where the meeting took place).

II. The situation just before the start of the meeting.table. The rows of the table record elements of behavior, reactions: conversations, including those related to agenda items and extraneous conversations. According to the columns of the tables, the shares of the meeting participants who have certain conversations are fixed (majority, about half, minority, several people, 1-2 people). This card has a place for recording topics of conversation, remarks and manifestations of attitude towards the meeting. Columns are allocated for notes on whether the presence of an observer violates (or does not violate) the natural ho events.

III. organizational period. This card, like the others, contains a coded list of variables, where the observer only circles the code corresponding to the observed situation.

1. The meeting started:

a) at the appointed time;

b) 10 minutes late;

c) with a delay of up to 20 minutes;

d) with a delay of up to 30 minutes or more.

The list consists of _____ people; it is announced that people are present; observation data, pers.

The meeting was attended by (observer estimate):

a) the vast majority;

b) the majority;

c) about half;

d) less than half.

4. The composition of the presidium was proposed:

a) the person who opened the meeting;

b) one person from the audience (list);

c) several persons from the audience (personally).

5. The composition of the presidium was approved by the meeting:

a) according to the list;

b) personally.

6. Situation during the elections of the Presidium, approval of the agenda and regulations. This situation is recorded in the table, where the rows contain descriptions of the elements of behavior for the following four groups.

First group:

a) showing interest in the composition of the presidium”;

b) lack of interest in the composition of the presidium;

c) the situation is unclear.

Second group:

a) showing interest in the subject under discussion,

b) lack of interest in the issue under discussion;

c) the situation is unclear.

Third group:

a) a proposal to increase the time for the report (speech);

b) a proposal to reduce the time for a report (speech);

c) there were no disputes under the regulations;

d) the regulations were not established. The fourth group:

a) the presidium proposed to be recorded in the debate;

b) the presidium did not propose to be recorded in the debate.

The columns of this table include the proportion of meeting participants for whom certain elements of behavior are observed, indicated in the rows of the table. Participants of the meeting: majority, about half, minority, several people. The table provides space for recording statements, remarks and visually observed reactions of meeting participants.

The following documents were developed to explore other elements of the collection.

Card of the speaker, speaker.

A card for registering the reactions of meeting participants to a speech, report.

VI. Card of observation of the general situation during the debate.

VII. Card of observations of the situation during the decision-making on the agenda item.

VIII. Card of observation of the situation during the adoption of amendments and additions to the draft decision.

IX. Post-meeting follow-up card.

Target:introduce the method of observation, its types, teach how to use it in the course of scientific research.

Lesson plan:

1. Definition of the concept "Method of observation"

2. Objects of pedagogical observation

3. Classification of types of observation

4. Using the method of observation in scientific research
problem solution.

Basic concepts of the topic:

Object, observation, experiment, knowledge

1. The essence of the concept of "observation method".

Among the methods of research in many sciences there is observation. This is one of the oldest methods of cognition of reality by man. In pedagogy, observation is still the most common and frequently used method, especially in combination with other research methods: experiment, study of children, conversation.

Observation is a purposeful and systematic perception of a phenomenon, process, object, etc., the results of which are recorded by the observer-researcher.

The essence of observation is the accurate and complete fixation of facts with the help of all the senses and the available life experience, knowledge and skills.

"Observation is an active form of sensual
knowledge, which aims at the accumulation of facts, education
initial ideas, education

initial ideas about the objects of the surrounding world ... Observation is a perception closely related to thinking .. "(Pedagogical Encyclopedia ...)

An important feature of scientific observation is to be able to see while thinking and

Analyzing: isolate essential features from the overall picture of the observed process, group facts, properties, phenomena on a single basis (criteria, features), see similarities and differences in related or similar phenomena, events, classify and generalize the results of primary observations.

Observation is also inseparable from speech, that is, the ability to express what is seen accurately, completely, consistently and objectively. You cannot see everything, but you must see the main thing, otherwise the value of the information received will be low and unscientific.

Consequently, the method of observation can be used by a teacher or researcher who has developed observation skills, the ability to think and express accurately and objectively the course of a process, phenomenon, event, fact in written and oral speech. Despite the apparent simplicity of the method, a long and serious preparation is required in order to correctly use observation as a research method.

Observation- this is an empirical method of scientific research, involving a purposeful and systematic perception of phenomena, the results of which are recorded by the observer.

Observation is carried out in order to study the specific features and changes of a phenomenon under certain conditions. The results of observation depend on the level of experience and qualifications of the researcher. Observation is always characterized by some subjectivity, so the interpretation of the results can be in the spirit of the observer's expectations. Therefore, observation should be combined for greater objectivity with other research methods.

The function of observation consists in the selective reception of information about the subject, process, phenomenon under study in the conditions of feedback and direct connection of the researcher with the subject of observation.