Жарияланымдар / Публикации

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

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2023 - 20263

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Тема: search.filters.subject.chemistry teacher education

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    Evaluating the effectiveness of a virtual laboratory for inorganic chemistry education
    (Taylor & Francis, 2023-10-30)
    Adambek Tatenov
    ;
    Zamira Sarsenbaeva
    ;
    Gulbayra Azimbaeva
    ;
    Kulnazia Tugelbaeva
    ;
    Nurbike Zaurbekova
    Background The use of technology and computer science has significantly impacted education, including the field of inorganic chemistry. Virtual laboratories have emerged as a potent tool for fostering student interaction and learning. However, creating an effective virtual learning environment poses unique challenges and requires an interdisciplinary approach. This study examines a virtual laboratory created for inorganic chemistry education at the Kazakh National Women’s Teacher Training University.Purpose The study aims to assess the effectiveness of the developed virtual laboratory for inorganic chemistry, using JavaScript technology to provide interactive and engaging educational content.Sample The study involved two groups of 25 students each: a control group that undertook traditional offline laboratory classes and an experimental group that used the newly created virtual laboratory.Design and Methods Using a quasi-experimental setting, the study evaluated the impact of virtual experiments on students’ knowledge and skills. Students’ laboratory reports, evaluated according to established criteria, served as the main tool for assessment. Data were processed in Excel and analysed using IBM SPSS Statistics 23 package.Results The analysis showed significant improvements in the experimental group in terms of conceptual understanding, scientific process skills, working with laboratory tools, logical thinking, creativity, motivation, interests, perception and learning outcomes. Furthermore, a majority of students found the virtual laboratory helped them understand complex concepts and gain practical skills, especially in the context of the COVID-19 pandemic.Conclusions The study concludes that the developed virtual interactive laboratory for inorganic chemistry significantly enhances students’ understanding and skills. Despite some limitations, such as small sample size, the results suggest the potential of virtual labs as valuable educational tools, not only in chemistry but also in other technological fields. Further research is recommended to explore the impact of virtual labs more extensively.
    Цитирования (OpenAlex) 6Цитирования (OpenCitations) 9
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    Laboratory Affordances for Early-Stage Pedagogical Content Knowledge Development in Chemistry Teacher Education: A Comparative Qualitative Case Study in Kazakhstan and Türkiye
    (Multidisciplinary Digital Publishing Institute, 2026-04-17)
    Mukhametkali Matayev
    ;
    Ayşe YALÇIN ÇELİK
    ;
    Moldir Rashidovna Abdraimova
    ;
    Bagdara Mukatay
    ;
    Marzhan Nurbekova
    Laboratory courses in chemistry teacher education are commonly framed as spaces for mastering experimental procedures; however, they may also function as pedagogical environments where pre-service teachers begin integrating content knowledge (CK) with pedagogical knowledge (PK). Rather than measuring Pedagogical Content Knowledge (PCK) as an outcome, this comparative study examines how laboratory structures create opportunities for CK–PK integration and PCK-related reasoning in chemistry teacher education programs in Kazakhstan and Türkiye. A qualitative comparative case study design was employed. Data were collected through 60 h of in situ observations and semi-structured interviews with 46 third-year pre-service chemistry teachers at two public universities. The analysis focused on how laboratory organization, instructional facilitation, time allocation, assessment, and material resources shape conditions for analytical and reflective engagement. Findings identify four interrelated dimensions of laboratory affordances: structural organization, pedagogical facilitation, experiential engagement, and reflective regulation. Extended laboratory sessions and dedicated laboratory credits in the Turkish case supported sustained inquiry and reflection, whereas shorter, combined lecture–laboratory formats in the Kazakhstani case constrained extended pedagogical reasoning. The proposed Laboratory Affordance Model highlights how laboratory design influences early-stage PCK-related reasoning, offering implications for curriculum design and chemistry teacher education policy.
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    STUDENTS’ LEARNING APPROACHES AND TEACHING QUALITY IN CHEMISTRY TEACHER TRAINING PROGRAM: A COMPARATIVE PERSPECTIVE OF STUDENTS AND TEACHERS
    (2026-07-01)
    Mukhametkali Musagalievich Mataev
    ;
    Bagdara Mukatay
    ;
    Moldir Rashidovna Abdraimova
    This study comprehensively analyzed the learning approachesof future chemistry teachers and the quality of chemistry teaching, and identified their relationship. The data for the study were collected through an online survey. 179 students from 8 higher education institutions and 29 teachers from 6 higher education institutions in Kazakhstan participated in the research. The data were collected on the basis of a Likert scale and processed using t-test for independent samples, correlation and multiple regression analysis. The results showed that strategic and deep learning approaches are relatively dominant among students, while the surfacelearning approach is weakly observed. It was also found that teachers rate the quality of lectures and laboratory classes higher than students, which is due to the fact that teachers prioritize the scientific validity and structure of the content, and students pay more attention to learning activity, the ability to participate in classes and the availability of feedback.Correlation and regression analyses showed that the quality of lectures, seminars and especially laboratory classes is positively related to students' deep and strategic learning approaches. The quality of laboratory classes was the strongest predictor of the deep learning approach. The results of the study indicate the need to strengthen the content connection between lectures, seminars, and laboratory classes, and to systematically introduce interactive teaching methods and feedback in the chemistry teachertraining program.