Жарияланымдар / Публикации

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Digital technologies as an adaptive learning tool in higher education
(EDP Sciences, 2023-01-01)
Nazym Tekesbaeva
;
Yaroslav Kultan
;
А. Д. Онгарбаева
;
Almazbek D. Ibraev
;
Zhazira Yerimbetova
Education in the modern society is in need for new and more efficient pedagogical technologies. The development of individual qualities becomes the most important mission of education. However, graduates of educational institutions for the most part do not have sufficiently formed personal qualities. It is necessary to create due conditions for the development of individual personality traits, such as: adaptation to life situations, acquiring knowledge independently, the ability to apply it in practice; being able to think critically, to identify problems and select the necessary solution rationally and competently; working competently with information; sociability, being able to work in a team. The relevance of the issue under investigation in the conditions of digital education becomes an important tool for extensive access to adaptive learning at higher educational establishments. The trends in adaptive learning systems will make it possible to transform the educational system, helping students to learn more efficiently. In order to achieve this goal, the following tasks need to be addressed: to make analysis of scholarly pedagogical literature focused on the adaptive learning model; to select and analyse the material for the realisation of the adaptive learning model.
Цитирования (OpenAlex) 9Цитирования (OpenCitations) 6
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Features of the work organization at the main stages on the project in the primary classes
(São Paulo State University, 2021-05-01)
Zhannat Sardarova
;
Абильдина Салтанат Куатовна
;
Zhalgassova Anargul Asauovna
;
G.R. Bakhtiyarova
;
Zina Adilshinova
The main aim of the article is to analyze the main stages of work on the project, characterizes the activities of the teacher and student at these stages. The basis of the project activity is the development of students' cognitive skills, the ability to independently design their knowledge and navigate the information space, the development of critical thinking; an idea is laid that constitutes the essence of the concept of "project", its pragmatic focus on the result, which is obtained when solving a particular practically or theoretically significant problem. This result can be seen, comprehended, applied in real practice. To achieve such a result, it is necessary to teach children to think independently, find and solve problems, using knowledge from different areas for this purpose, the ability to predict the results and possible consequences of different solutions, the ability to establish cause-and-effect relationships. To accomplish the goal of the study, several primary stages of work on a project are taken into account, including problematization, goal-setting, planning, implementation, presentation, and reflection. In conclusion, it can be inferred that the application of the project method in the classroom in primary school does not supplant the classroom system but complements, arranges, and extends it.
Цитирования (OpenAlex) 2
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Developing the Future Primary School Teachers Intellectual Skills in Kazakhstan
(Osmangazi University, 2021-06-25)
PhD student Abai KazNPU, Almaty, Kazakhstan
;
Л.А. Искакова
;
Amina Amirova
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Prof., KazNPU named after Abai, Almaty, Kazakhstan
;
Meirgul Ospanbekova
The article is devoted to the development of intellectual skills of future primary school teachers in Kazakhstan.The main purpose of this study was to determine the impact of special education on the intellectual level of students, including creative, reproductive and critical thinking skills.Students of the Department of pedagogy attended the study and methods of primary education of the Abai Kazakhstan National Pedagogical University.The principle of experimental research used in the study.The data collected through the survey analyzed using the method of quantitative analysis.Descriptive statistics and Mann-Whitney and Wilcoxon evaluation criteria obtained.The results showed that special training for the development of students' intelligence has a positive effect on the experimental group.In the experimental groups, the level of heuristic, creative, reproductive and critical thinking skills increased after 8 weeks of special training, while the results in the control groups with traditional training showed that the dynamics of the above skills were weaker than in the experimental groups.
Цитирования (OpenAlex) 3Цитирования (OpenCitations) 3
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The role of critical thinking development technology in the development of students' intellectual ability
(Inderscience Publishers, 2022-01-01)
Bakhytkul Kaskatayeva
;
Maral Andassova
This article discusses the role of critical thinking development technology in the formation of students' intellectual abilities. Purposeful formation of intellectual abilities of students allows establishing cause-and-effect relations between phenomena and laws of development of events that is necessary for the student for mastering scientific knowledge and foreign languages. The aim of the study is to reveal the essence of critical thinking of students in the learning process and to develop and test the technology of critical thinking as a tool for intellectual development of students. The study applied methods such as analysis of psychological, pedagogical, scientific, methodological and educational literature on the topic of research; monitoring the progress of the educational process; questioning; rating control; testing; conversations with teachers and students. The article proposes a solution to the problem of formation of intellectual qualities of students on the basis of technology of critical thinking.
Цитирования (OpenAlex) 1Цитирования (OpenCitations) 1
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Teachers' views on teaching modern Kazakh stories over national values
(SciencePark Science, Organization and Counseling LTD, 2022-01-31)
Aliyeva Zhanat
;
Abdikalyk Kunimzhan
;
Alimkhan Aigul
;
Rabiga Berkenova
;
Abisheva Nurziya
It is extremely important to bring national and universal values to young individuals from an early age. This study aims to evaluate the views of teachers about teaching modern Kazakh stories over national values. The qualitative research method was used in the research. The study group of the research consisted of 40 primary school teachers working in Almaty, Kazakhstan. Research data were collected with a semi-structured interview form prepared by the researchers. As a result of the research, teachers expressed patriotism, customs, love of the flag, national holidays, historical awareness, historical artifacts, national sports, and handicrafts as values that can be taught to students through Kazakh stories. Teachers expressed the advantages of teaching national values with Kazakh stories as empathy, critical thinking, using imagination, developing reading, understanding and listening, effective teaching, material diversity, convenience in value teaching, and value reinforcement. Keywords; Modern Kazakh stories; national values; teacher opinions, values education.
Цитирования (OpenAlex) 4Цитирования (OpenCitations) 4
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Enhancing the Professional Skills of Future Biologists Through Laboratory Training
(SAGE Publishing, 2024-05-27)
A. M. Digarbaeva
;
Anar Nurgaiypovna Kaliyeva
;
Dariga Batayeva
;
Kulzhakhan Bakirova
;
Ela Ayşe Köksal
The development of professional skills is essential for biology students to be successful in their future careers. However, current teaching approaches often fail to provide adequate training. The aim of this theory to practice study was to develop an effective methodology for improving the professional skills of biology students through laboratory work. Theoretical and diagnostic methods, mathematical statistics, empirical methods, and a questionnaire were used. The results showed a significant increase in competencies after the laboratory training intervention. Students demonstrated significant improvements in technical skills, critical thinking, teamwork, and communication. In conclusion, structured practical laboratory training shows promise for enhancing the professional capabilities of aspiring biologists. The practical value of this study is to develop work skills, independent decision-making ability, and professional skills, in line with the requirements of modern scientific community.
Цитирования (OpenAlex) 2
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Science students’ attitudes, learning, critical thinking and engagement in project-based learning
(Taylor & Francis, 2024-12-27)
Elmira Ospankulova
;
Samat Maxutov
;
Robert Lee Lathrop
;
Lyailya Anuarova
;
Nuri Balta
In Project-Based Learning (PjBL), students are at the center of the learning process, where they actively collaborate to solve real-world problems. The aim of this study’s research was to explore students’ opinions of PjBL lessons across several factors: attitude, learning, critical thinking and engagement. To gather data, a questionnaire was administered to 167 students from six universities in Kazakhstan. The results revealed that students’ attitudinal scores towards PjBL were lower than their learning, critical thinking and engagement scores. Additionally, female students reported more positive attitudes towards PjBL than their male counterparts. The study found no variation in attitudes, learning, critical thinking and engagement of PjBL among different academic disciplines. Moreover, there was a weak positive correlation between students’ math scores and their engagement in PjBL. These results have implications for how future PjBL activities can be organized and how curriculum can be developed to enhance students’ attitudes towards PjBL.
Цитирования (OpenAlex) 31Цитирования (OpenCitations) 19
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Innovative methods of teaching the short story genre in the context of digitalization of education: A cross-sectional study of students in Kazakhstan
(International University of Sarajevo, 2025-04-09)
Shynar Umirkhanova
;
Gibadat Orynkhanova
;
Zhanna Aitzhanova
;
Zhanat Orynkhanova
The article is aimed at the development and implementation of innovative methods of teaching a short story as a literary genre with the use of digital instruments. The research suggests using a cross-sectional study based on descriptive methodology and comparative analysis. The study was set up at the Kazakh National Women’s Teacher Training University and included 68 participants (38 in the experimental group and 30 – in the control group). The results found that digital tools are widely used to teach a short story as a literary genre. The effective methods to teach a short story as a literary genre are the following: debate and interactive discussion through online platforms, writing exercises, role-playing and simulation, problem-based tasks, thematic mind mapping, comparative study, collaborative projects, video lectures, and peer learning. Besides, it was proved that a short story is an efficient educational tool and contributes to the improvement of the professional skills of future philologists. They refer to analytical skills, critical thinking, creativity, digital literacy, emotional intelligence, cross-cultural competence, communicative skills, creative writing, and textual analysis. The experiment resulted in the development of recommendations for teaching the short story as a literary genre at the institutional, pedagogical, technological, linguistic, and psychological tiers. In conclusion, innovative methods based on digital tools enhance the process of teaching a short story as a literary genre and contribute to the training of philological students.
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Fostering critical thinking in learning outcomes of Kazakhstan initial teacher education
(Frontiers Media, 2025-06-13)
Кабышева Марина Ивановна
The integration of critical thinking into initial teacher education programs is crucial to achieving the United Nations' Sustainable Development Goals, particularly SDG 4, as teachers play a pivotal role in fostering this essential competency. This study employs computer algorithms to analyze how Kazakhstani educational program developers incorporate critical thinking into learning outcomes. The data sources include Russian-language versions of all active bachelor's degree teacher education programs in Kazakhstan. A first-in-kind mapping was constructed linking Russian verbs to Bloom's Taxonomy cognitive skill levels for this analysis. The methodological approach utilizing automated verb frequency analysis offers a practical tool not only for initial evaluation but also for ongoing, repeatable assessments of curricula. The findings indicate that while direct mentions of “critical thinking” are present, and some higher-order thinking skill verbs are utilized, critical thinking remains modestly integrated into learning outcomes.
Цитирования (OpenAlex) 2Цитирования (OpenCitations) 1
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Information competence and critical thinking in digital environments evidence from university students in Kazakhstan
(Frontiers Media, 2026-04-24)
Nurgul Yrymbayeva
;
Moldir Yermekova
;
Oryntay Tezekova
;
Bakytgul B. Issatayeva
;
Akgul Zhubandykova
The rapid expansion of digital platforms and generative artificial intelligence has reshaped how university students access and evaluate academic information, intensifying concerns about information reliability, critical thinking, and ethical use. This study addresses the gap between students’ widespread access to digital information and their capacity to critically evaluate and responsibly use it in academic contexts, particularly in underrepresented settings such as Kazakhstan. A sequential mixed-methods design (QUAL → quan) was employed. Qualitative data explored students’ information-seeking practices, credibility judgments, responses to conflicting information, perceptions of AI-related risks, and views on institutional support. The sample consisted of 77 undergraduate students enrolled in teacher education-related programs at a university in Kazakhstan. The findings showed a clear hierarchy of search entry points: students most often began with Google Search ( n = 30), followed by university databases/library portals ( n = 16) and AI tools ( n = 15). Clear author credentials ( n = 49) and transparent methods or data ( n = 25) emerged as the strongest trust indicators. When using AI, students reported predominantly supportive uses, especially summarizing checked readings ( n = 58) and generating ideas or outlines ( n = 52), rather than relying on AI as a primary source. These patterns indicate that students’ engagement with generative AI is characterized by conditional trust, pragmatic usefulness, and uneven but developing evaluative awareness. The study contributes context-specific evidence from Kazakhstan to the emerging literature on student engagement with generative AI and suggests that higher education institutions should integrate source evaluation, critical reasoning, and AI literacy more explicitly into curriculum, pedagogy, and library support systems.
Цитирования (OpenAlex) 2

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