Жарияланымдар / Публикации

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

Просмотр

Фильтры

2021 - 20263

Настройки

Тип доступа: НеизвестноТема: search.filters.subject.information processing

Результаты поиска

Показано: 1 - 3 из 3
  • Загрузка...
    Изображение-миниатюра
    Некоторые метрики заблокированы вашими 
    настройками согласия
    Тип записи:Публикация,
    ПРОБЛЕМЫ СФОРМИРОВАННОСТИ ИНФОРМАЦИОННОЙ КОМПЕТЕНТНОСТИ У СТУДЕНТОВ - БИОЛОГОВ ПЕДАГОГИЧЕСКОГО ВУЗА
    (2021-03-25)
    Г. Н. Бектемирова
    ;
    Rimma Izbassarova
    ;
    Н. С. Мамытова
    Currently, an important role is given to the formation of information competence on the basis of information activities with different sources of information: both traditional and electronic. Formation of information activity of the teacher is based on a wide range of information skills, so it is not enough to reduce them exclusively to the ability to use the computer as a technical means of training and the use of information and communication technologies in the educational process in biology. The key characteristics of information competence in a broad sense is the possession of universal methods of search (obtaining) information in the ever-expanding information field (the use of the Internet, electronic libraries, databases, etc.), selection, processing (analysis, synthesis, synthesis), storage and transmission of information. The process of formation of information activities, which began in school, continues and gradually becomes more complicated in the system of vocational education, does not stop after graduation, because the speed of development of the information society, the intensity of the introduction of new technologies in all activities requires a constant increase in the willingness of specialists to work in the information environment. The purpose of the study is to determine the level of readiness of students-biologists to perform various functional tasks of pedagogical activity and orientation in the information flow. For this purpose was the survey of students 2, 3 specialty courses 5В11300-Biology.
  • Загрузка...
    Изображение-миниатюра
    Некоторые метрики заблокированы вашими 
    настройками согласия
    Тип записи:Публикация,
    THE IMPORTANCE OF ACADEMIC DISCOURSE IN THE DEVELOPMENT OF COGNITIVE SKILLS
    (2025-05-25)
    Aigul Satbekova
    ;
    A.T. Kanayeva
    This article discusses the significance of academic discourse in the development of cognitive skills. Cognition is a complex process related to how individuals or societies perceive and understand the surrounding world. The cognitive process consists of several stages: a person receives information from the environment and perceives it through sensory organs; then processes and comprehends the received data; compares and analyzes it logically, making conclusions and generalizations; and finally, interprets the information and applies it in real life. Cognition helps individuals properly direct their actions and gain a new perspective on the world. Cognitive skills enable individuals to effectively process, evaluate, and analyze information while acquiring new knowledge. Mastering cognitive skills significantly aids in problem-solving, efficient information usage, and drawing conclusions. Academic discourse is a form of communication aimed at advancing education and science, ensuring a structured and evidence-based exchange of information. It plays a crucial role in developing cognitive skills by enhancing the effectiveness of learning and research activities, improving individuals’ thinking abilities, and fostering critical reasoning. This article systematizes the role of academic discourse as an essential tool for cognitive skill development. It helps refine thinking, perceive information critically, and solve scientific problems.
  • Загрузка...
    Изображение-миниатюра
    Некоторые метрики заблокированы вашими 
    настройками согласия
    Тип записи:Публикация,
    The Listen–read–discuss strategy for improving reading comprehension: a conceptual review
    (Turan University, 2026-09-19)
    Sh. D. Sake
    ;
    Gulnaz Berkinbayeva
    ;
    Sandugash Mukhtarova
    Reading comprehension is a key component of literacy, which contributes to academic success and lifelong learning, although most people who study English as a Foreign language (EFL) continue to have difficulties due to limited vocabulary, lack of basic knowledge, and ineffective reading strategies. This study provides a theoretical and conceptual review of the “Listening-Reading – Discussion” (LRD) learning strategy to explain the contribution to reading comprehension. Through the narrative review of the literature, the results of research published in the main scientific databases from 2015 to 2025 are summarized. The review examines constructivism, Schema Theory, active learning, social constructivism, information processing, and metacognition to explain the learning mechanisms underlying learning using resources. The results show that learning using resources contributes to understanding by activating available knowledge, actively building meaning, encouraging joint discussion, and developing metacognitive reflection. As the main theoretical contribution of the study, a conceptual scheme is proposed that relates these processes to the results of reading comprehension. The review concludes that LRD is a science – based learning model that can have a significant impact on the pedagogy of teaching English as a foreign language, curriculum development, and future literacy teaching technologies.