Жарияланымдар / Публикации

Постоянный URI для этого сообществаhttps://cris.qyzpu.edu.kz/handle/123456789/2

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2024 - 20263

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Язык: search.filters.language.АнглийскийТема: search.filters.subject.learning outcomes

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    Impact of practice-centered learning on the development of students' professional identities: Learning outcomes
    (2024-01-29)
    Malika Maksatovna Knissarina
    ;
    Aigul Syzdykbayeva
    ;
    Yelena Agranovich
    ;
    Gulmira Zhumaliyeva
    ;
    Baikulova Aigerim Meirkhanovna
    The progress of education in our country is still constrained by the low status of teaching. The comprehension and growth of university students' stages of professional identity creation are not well researched. This issue is now recognized on both a theoretical and practical level. This research aimed to examine the effectiveness of providing practice-centered learning in the construction of students' professional identities. The study employed a mixed-data collection strategy. A random sample of respondents was used to generate quantitative data. The study involved 253 learners at "Baishev University," Aktobe, Kazakhstan. According to the study's findings, low levels of development have been found in students' professional identity, motivation and interest in professional self-development. This demonstrated the importance of resource support for educational innovations as well as the development and implementation of technology-based practice-centered learning for future teachers. As a result of evaluating the implementation of technology-based practice-centered learning and resource support for educational innovations, positive dynamics shaping learners' professional identities are identified. Thus, the study's findings confirmed our hypothesis that using practice-centered learning to foster students' professional identities has a positive impact when systemic and technological approaches are used.
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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.
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    A qualimetric evaluation of botany field practice: assessing the alignment between instructional materials and student learning outcomes
    (Frontiers Media, 2026-05-28)
    Gulmira Yeshimbetova
    ;
    G O Baitasheva
    ;
    Ela Ayşe Köksal
    ;
    Elmira Kozhabekova
    Field practice is a central component of science education; however, its quality is rarely evaluated using integrated, multidimensional frameworks. This study applied a qualimetric approach, defined as a weighted, multi-criteria evaluation method, to assess the quality of botany field-practice learning materials and students’ field-practice outcomes. Data were collected from undergraduate students ( n = 387) using a structured survey and an evaluation rubric covering seven quality dimensions. Dimension-level scores were normalized and aggregated into integral quality indices. The results indicated high overall quality for instructional materials (KQ = 0.726) and student outcomes (KQ = 0.706), with a strong alignment between instructional inputs and learning outputs. However, student performance showed greater variability across dimensions, with relatively lower scores in inquiry-based fieldwork skills and the application of theoretical knowledge. These findings show that while well-structured materials are associated with effective field-practice implementation, higher-order competencies may require additional pedagogical support. The study contributes to the literature by introducing a systematic qualimetric framework for evaluating the alignment between instructional design and student performance in field-based learning. A key limitation is that the study was conducted within a single institutional context, which may limit generalizability.
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