Қазақ ұлттық қыздар педагогикалық университеті / Казахский национальный женский педагогический университет

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Students’ Views on the Use of Technology in Geography Course
(kassel university press, 2020-12-11)
Nurbol Ussenov
;
Kairat ZHOYA
;
Bakhadurkhan Sh. Abdimanapov
;
Marat Mamadiyarov
;
Tleubergenova Kenjekey
Use of technology in education enables students to be motivated and eager to participate in the lesson and is also a more effective tool in increasing motivation, encouraging students to the lesson and understanding the sub-ject. The aim of this study is to determine the views of secondary school students on the use of technology in geography lessons. Qualitative re-search method was used in this study. Semi-structured interviews were car-ried out with 32 students who took geography lessons in Kazakhstan dur-ing the 2018-2019 academic year. The semi-structured interview form de-veloped within the scope of this research was used as a data collection tool. Results of the study showed that secondary school students found tech-nology effective and funny to use in geography lessons. Projections, com-puters, tablets and smart phones were specified by the students as useful technological tools for teaching geography. Results of the study were dis-cussed with relevant literature and important implications for further re-search and practices were presented.
Цитирования (OpenAlex) 5Цитирования (OpenCitations) 3
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The problem of evaluating primary school students in the online education process
(SciencePark Science, Organization and Counseling LTD, 2022-01-31)
Raissa Izmagambetova
;
Nabuova Roza
;
Kenzhekhan T. Medeubayeva
;
Bainazarova Tursynay
;
Raissa K. Karsybayeva
Distant education studies carried out during the COVID-19 pandemic period are handled at different education levels and from different perspectives. The purpose of this research is to evaluate the problem of evaluation of primary school students in online education with the opinions of teachers. This research was carried out by using qualitative research methods. The study group of the research consisted of 25 classroom teachers working in various primary schools in Almaty, Kazakhstan, in the 2021-2022 academic year. A semi-structured interview form was used as a data collection tool in the research. As a result of the research, teachers stated that face-to-face education is more advantageous than distance education in the evaluation of students. The teachers categorized the problems they encountered in the field of measurement and evaluation during the distance education process as technical problems, communication problems, method problems, and student problems. They suggested technical support, communication support, choosing the appropriate method, and motivating the students as the solution to the problems. Keywords: Distance education; evaluation; online education; teacher opinions
Цитирования (OpenAlex) 5Цитирования (OpenCitations) 4
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Developing the social activities of primary school students with hearing impairment using technologies
(SciencePark Science, Organization and Counseling LTD, 2022-01-31)
Malika Ussenova
;
Nadezhda Zhiyenbayeva
;
Aliya Kosshygulova
;
Lyaila Iskakova
;
Saduakhassova Aigul
It is known that the use of technology to support individualization and motivation in education programs for hearing-impaired individuals has positive results. This research aims to reveal the views of teachers, students, and parents to develop the social activities of hearing-impaired students by supporting them with technology. This research was conducted with the phenomenology pattern, one of the qualitative research designs. Data were collected through semi-structured interview forms prepared separately for teachers, students, and parents. The participants of the study consisted of 20 primary school teachers, 20 hearing-impaired primary school students, and 20 parents of hearing-impaired students, who were working in various primary schools in Kazakhstan in the 2022-2023 academic year. As a result of the research, the majority of the participants believed the communication problems mostly faced by students with hearing impairment outweighed the psychological and school problems. The majority of the participants stated that the students were willing to participate in social activities if they were supported. Keywords: Hearing impaired students; social activity; technology
Цитирования (OpenAlex) 9Цитирования (OpenCitations) 9
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Pedagogical Design as a Tool to Increase Students’ Learning Motivation During Distance Learning
(De Gruyter, 2023-01-01)
Altynai Beisembayeva
;
Kamarsulu Ibrayeva
;
Talgat Yerezhepov
;
Moldir A. Urazaliyeva
;
Elmira S. Sultangaliyeva
Abstract The introduction and spread of distance learning imply a shift in approaches and methods of its organisation. This affects the methods and goals of the interaction of subjects of educational activity, including their motivation. That is why the question regarding the analysis of educational components and models aimed at increasing the motivation of education applicants is relevant. Based on this, the purpose of the study was formed, which was to investigate pedagogical design in the context of a means to increase students’ interest in the educational process. As a result, the concept of “pedagogical design” was defined in the context of a modern approach to the implementation of educational and professional training of applicants for education. The features of the establishment of the educational environment based on common goals of learning tasks are considered. The study characterised the basics of pedagogical design, namely, the effective formation of goals, scientific, accessibility, self-organisation, and differentiation of the educational process, providing conditions for the development of a person’s experience.
Цитирования (OpenAlex) 4Цитирования (OpenCitations) 3
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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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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.
Цитирования (OpenAlex) 2Цитирования (OpenCitations) 2
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Formation of Students' Research Skills in Digital Transformation of Physics Teaching
(International University of Sarajevo, 2025-06-24)
N. Zh. Akhmetova
;
N.A. Sandibaeva
;
Guzel I. Garnaeva
Rapid changes in the composition of the student audience and the need to intensify practical classes force us to reconsider the usual approaches to teaching physics. This study examines the use of digital technologies, including the creation of a virtual laboratory, to enhance students' research skills without sacrificing face-to-face learning. The focus is on how digital tools can replicate hands-on learning and facilitate a more engaging and effective learning process. A mixed-method study was conducted at the Kazakh National Women's Pedagogical University and Kazan Federal University. It included experimental research and a cross-sectional survey to assess students' academic achievement using pre- and post-testing. The data collected were analyzed using ANOVA and other statistical methods. The introduction of virtual laboratories significantly improved student motivation and engagement in the learning process. This platform promoted the development of research skills, allowing students to actively study the material and perform simulation experiments. Teachers used accessible learning paths and tools to create individualized educational programs. At the same time, certain difficulties were identified related to technical aspects and ensuring proper user support. The use of digital technologies, in particular virtual laboratories, contributes to the growth of students' interest in physical culture and the improvement of their research skills. To achieve the best results, it is important to overcome technical difficulties and ensure proper training for both students and teachers. Important conditions for the successful implementation of digital tools in the educational process are the provision of comprehensive support and the organization of high-quality training.
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Scientific and methodological foundations of open educational platform employment in language teaching
(Institute of Advanced Engineering and Science (IAES), 2025-07-19)
Raikhan Abnassyrova
;
Nazerke Mubarak
;
Khafiza Ordabekova
;
Zhanagul Turumbetova
;
Қ.Т. Мұхамади
The objective of the research is to investigate the efficacy of these platforms in facilitating language acquisition, fostering student engagement, and personalizing learning experiences. A survey was conducted among 100 language teachers from higher educational institutions in Astana, Kazakhstan. The teachers were requested to evaluate the efficacy of open platforms in language instruction, taking into account factors such as student motivation, the individualization of learning, and the availability of resources. The research employed a descriptive design, utilizing a three-level response scale to collect data on the integration of the aforementioned platforms and the preparedness of educators to utilize them. The findings suggest that open platforms facilitate access to resources and enhance student motivation when integrated with interactive tools, such as GraphoLearn and Kahoot!. However, the study emphasizes the necessity for structured training to address the challenges encountered by educators in implementing these platforms effectively.
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Features of the development of research competence in future special education teachers
(Frontiers Media, 2025-08-29)
Gulnur Yerzhanova
;
Akbota Autayeva
;
Bagdat Mazhinov
;
Mira Iralina
;
Sabira Nishanbayeva
Introduction Developing research competence is essential for future special education teachers to effectively analyze educational practices, conduct pedagogical research, and innovate teaching strategies for children with special educational needs. This study aimed to examine methods for enhancing research skills among students in special education programs at universities in Kazakhstan. Methods A quasi-experimental research was conducted at two Kazakh universities: Abai Kazakh National Pedagogical University (Almaty) and I. Zhansugurov Zhetysu University (Taldykorgan). The study involved 122 third-and fourth-year students specializing in special education, who were randomly divided into an experimental group (n = 62) and a control group (n = 60). The experimental group participated in an elective course titled “Research Competencies in Special Education” and activities organized by the “Young Scientists Club.” Data collection employed a combination of quantitative and qualitative methods, including pedagogical experiments, surveys, standardized tests, and expert assessments. Statistical analyses were conducted using SPSS software with Student’s t-test to assess differences between groups. Results The experimental group exhibited statistically significant improvements (p < 0.01) compared to the control group in their ability to identify research questions, select appropriate methodologies, analyze data, and apply scientific approaches to practical tasks. Post-intervention assessments indicated that research skills in the experimental group improved markedly (average scores increased from 57.41 to 82.37%). Additionally, students reported higher motivation and confidence in using research methods. Discussion The results confirm that integrating targeted educational interventions, combining theoretical coursework and practical research experiences, effectively enhances research competence in future special education teachers. The elective course and participation in the academic club created conditions conducive to active learning and independent research practice. These findings support broader adoption of structured research-based curricula within special education teacher training programs to cultivate critical thinking and evidence-based pedagogical skills.
Цитирования (OpenAlex) 2Цитирования (OpenCitations) 1
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Human-AI collaboration in the analysis of literary narratives:a new pedagogical paradigm
(International University of Sarajevo, 2025-10-22)
Roza Sabdaliyeva
;
Gibadat Orynkhanova
;
Karlygash Abildayeva
;
Lazzat Adilbekova
;
Kulmanat Auyelkhan
The digitization of education in Kazakhstan has demonstrated the importance of using AI in the teaching of literature. The purpose of this article is to evaluate the effectiveness of collaboration between humans and AI in improving students' analytical and interpretive skills when studying literary narratives in the context of higher education. The study applied a true experimental design with a randomized controlled trial (RCT) with a pre-test/post-test control group structure. A voluntary purposeful sample (40 participants in total) with elements of randomization was used (all participants were randomly divided into two groups).The results showed that the t-test results indicated the importance of using ChatGPT, as it showed a statistically significant improvement in literary analysis skills among students. There is also a high level of positive perception of learning using AI elements. This indicates the effective introduction of AI technologies as an important factor in increasing student motivation and engagement. The main challenges to the further integration of AI systems into literary education are technical unpreparedness, further integration of AI systems into literary education are technical unpreparedness, lack of experience and skills in interacting with special programs. The advantages of using AI include the formation of individual educational trajectories, increased access to information sources, interactivity and support. The conclusions emphasize the importance of scaling up the study to obtain new empirical data.

Қазақ ұлттық қыздар педагогикалық университеті / Казахский национальный женский педагогический университет

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