Жарияланымдар / Публикации
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- Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, «Lesson study» research tool as a model for applying STEM directions in math(2022-01-01); ; ; B. RahumgozhinThe article discusses the ways of introducing scientific and practical methods of conducting STEM lessons through the integration of natural sciences into school mathematics courses. Due to the increase in the number of sources of scientific information in various fields, consideration of optimal ways to develop students’ thinking skills is becoming a very urgent problem today. The advantages of the new interdisciplinary training are considered, which allows strengthening the research and technological potential of students, developing critical, scientific, innovative and creative thinking skills, problem solving skills, improving communicative and group work. Therefore, the necessity of strengthening the role of independent work of students in the subjects of the secondary school program, the ability to correlate their theoretical knowledge with practice is outlined. The interconnection of subjects during classes contributes to the deepening and refinement of students’ knowledge. The article describes STEM in mathematics as a new integrated approach to the lesson. Examples of the results of using the research tool «Lesson Study» for the integration of the STEM educational system into a math lesson are given. The result of the implementation of the joint work of teachers on the intra-school course of professional development «reflection in practice» using the research technology «Lesson Study» based on the introduction of STEM education is reflected. The advantages of research work and problems are discussed, concepts and conclusions based on the results of the experiment are formulated, recommendations are given - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, EVALUATING THE PREPAREDNESS OF FUTURE BIOLOGY SPECIALISTS TO INTEGRATE STEM APPROACHES INTO THEIR EDUCATION AND TRAININGThe aim of this article is to examine the level of awareness among students in higher educational institutions regarding the STEM (science, technology, engineering, mathematics)- innovative teaching method, as well as to explore the range of activities related to STEM being conducted within universities. In today’s world, there exists a wide range of modern teaching methods, among which the STEM method stands out. Based on foreign experiences, it is recognized as an integrative approach across scientific disciplines, aimed at providing students with a profound understanding of Natural Science concepts. Robotics, one of the narratives of the STEM, has seen widespread adoption in schools, but has only recently begun to be incorporated into higher education institutions. Currently, the Y. Altynsarin National Academy of Education has introduced methodological guidelines for the implementation of the STEM approach, and efforts to establish STEM-focused classrooms and numerous laboratories within schools and universities are being coordinated by the ministry. On this foundation, an array of specialized facilities, including 3D modeling studios, robotics workshops, center, and laboratories, have been established in both schools and tertiary institutions, integrating into the educational framework. Furthermore, under the auspices of Chevron, the educational entity “Caravan of Knowledge” has embarked on the development of the methodological guides within the ambit of the “STEM Education Development Roadmap for 2021-2025”. This initiative has led to the organization of STEAM-focused video lessons, thematic STEM fortnights and scholarly conferences. The undertaken research has been pivotal in assessing the preparedness levels for implementing education via STEM methodology, while also evaluating its significance. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, PEDAGOGICAL ASPECTS OF STUDYING THE IMAGES OF SACRED SPACE IN GREEK MYTHOLOGY(2026-01-01); Gauhar BalgabayevaAt various stages of artistic thinking in the development of human civilization, the exploration of the mystery of the magical world and the understanding of its unknown aspects have always been both a complex and compelling task for society. In this context, particular attention is drawn to mysticism and sanctity in literary texts, that is, to the comprehension of the sacred, which has become an object of study for many thinkers and scholars. Consequently, the relevance of research in this field has gradually increased across the sciences of different nations and historical periods. The aim of this article is to analyze the artistic and figurative representation of sacred spaces in Greek mythology and literature. The study of perspectives on the mysteries of nature and the enigmas of existence—characteristic of different epochs, scientific and religious traditions, as well as specific cultures—is also an integral part of this objective. The research employs methods of comparative and interpretative analysis. In Greek mythology, the image of sacred places plays an important role as an archetypal construct that provides valuable insights into the historical development of ancient peoples and their national worldview. This is due to the fact that interest in sacred places and objects has remained alive in collective memory to the present day. Therefore, the tradition of venerating sacred objects and offering prayers at holy sites continues even today.The article also examines the pedagogical potential of studying images of sacred space in Greek mythology within the educational process. Key mythological loci (Olympus, the underworld, sacred groves, and temples) are analyzed as tools for developing historical thinking, value orientations, and cultural competence among learners. Special attention is given to methodological approaches to teaching this topic, including the use of interdisciplinary connections, visual sources, and problem-based learning. The study concludes that mythological imagery possesses a high didactic potential for enhancing students’ cognitive engagement. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, STREAM PEDAGOGY RESEARCH: BIBLIOMETRIC ANALYSIS OF SCOPUS (2005-2025)This article presents a comprehensive bibliometric analysis of the evolution and current state of STREAM education within pedagogical research. It draws on data from the Scopus database from 2005 to 2025. The primary objective is to reveal key developmental trends and dominant themes in STREAM education, an interdisciplinary approach integrating science, technology, reading/writing, engineering, arts, and mathematics, within the context of modern pedagogy. Using the keywords 'pedagogy' and 'STREAM', the study examines 254 scientific documents after refining the initial search results. The analysis uses the Bibliometrix package in R Studio to generate insights through annual publication dynamics, keyword co-occurrence networks, thematic maps and country/affiliation distributions. The key findings reveal a significant increase in publications over the past decade, reflecting the growing global interest in STREAM as an extension of the STEM and STEAM models. Core research clusters highlight pedagogy, engineering education, digital and online learning, and the increasing importance of artificial intelligence. Geographic analysis indicates a concentration in leading academic nations, alongside limited but emerging international collaboration. The results provide a panoramic overview of the field's scientific landscape, emphasising its interdisciplinary nature and the potential for the further integration of digital tools. This study offers valuable guidance on future research directions, curriculum development and educational policy in STREAM pedagogy. Осы мақала Scopus дерекқорының 2005 жылдан 2025 жылға дейінгі мәліметтері негізінде педагогикалық зерттеулердегі STREAM-білім берудің эволюциясы мен қазіргі жағдайын жан-жақты библиометриялық талдауды ұсынады. Негізгі мақсат – ғылымды, технологияны, оқу/жазуды, инженерлікті, өнерді және математиканы біріктіретін межпәндік тәсіл ретіндегі STREAM-білім берудің даму үрдістерін, басым тақырыптарын және жалпы ғылыми құрылымын заманауи педагогика контекстінде анықтау. "Педагогика" және "STREAM" кілт сөздері арқылы алынған бастапқы нәтижелерді нақтылағаннан кейін 254 ғылыми құжат талданды. Талдау R Studio ортасындағы Bibliometrix пакеті көмегімен жүргізілді, оған жылдық жарияланымдар динамикасы, кілт сөздердің бірлесіп кездесу желілері, тақырыптық карталар, сондай-ақ елдер мен аффилиациялар бойынша бөлініс кіреді. Негізгі нәтижелер соңғы он жылдықта жарияланымдардың айтарлықтай өсуін көрсетеді, бұл STREAM-ға STEM және STEAM модельдерінің жалғасы ретіндегі жаһандық қызығушылықтың артуын куәландырады. Зерттеудің негізгі кластерлері педагогика, инженерлік білім беру, цифрлық және онлайн оқыту, сондай-ақ жасанды интеллектің өсіп келе жатқан рөлін атап өтеді. Географиялық талдау ғылыми белсенділіктің жетекші елдерде шоғырланғанын және халықаралық ынтымақтастықтың шектеулі, бірақ дамып келе жатқанын көрсетеді. Алынған деректер саладағы ғылыми құрылымның панорамалық көрінісін береді, оның межпәндік сипатын және цифрлық құралдарды одан әрі интеграциялау әлеуетін атап өтеді. Нәтижелер болашақ зерттеулер, оқу бағдарламаларын әзірлеу және STREAM-педагогика саласындағы білім беру саясаты үшін бағдар бола алады. Настоящая статья представляет всесторонний библиометрический анализ эволюции и современного состояния STREAM-образования в педагогических исследованиях на основе данных базы Scopus за период с 2005 по 2025 год. Основная цель – выявить ключевые тенденции развития, доминирующие темы и общую научную структуру STREAM-образования как междисциплинарного подхода, объединяющего науку, технологии, чтение/письмо, инженерию, искусство и математику, в контексте современной педагогики. С использованием ключевых слов "педагогика" и "STREAM" проанализировано 254 научных документа после уточнения исходного поиска. Анализ выполнен с помощью пакета Bibliometrix в среде R Studio, включая динамику ежегодных публикаций, сети совместного появления ключевых слов, тематические карты, а также распределение по странам и аффилиациям. Ключевые результаты демонстрируют значительный рост числа публикаций за последнее десятилетие, что свидетельствует о возрастающем глобальном интересе к STREAM как продолжению моделей STEM и STEAM. Основные кластеры исследований подчеркивают роль педагогики, инженерного образования, цифрового и онлайн-обучения, а также растущую значимость искусственного интеллекта. Географический анализ показывает концентрацию научной активности в ведущих странах с ограниченным, но развивающимся международным сотрудничеством. Полученные данные дают панорамный обзор научной архитектуры области, подчеркивая её междисциплинарный характер и потенциал дальнейшей интеграции цифровых инструментов. Результаты могут служить ориентиром для будущих исследований, разработки учебных программ и образовательной политики в сфере STREAM-педагогики. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Beyond narrative: a pedagogical, cultural, and psychological analysis of Saken Zhunusov’s Amanai and Zamanai for higher education(Institute of Advanced Engineering and Science (IAES), 2026-08-01); ; - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, БІЛІМ БЕРУДЕГІ ХИМИЯНЫ ОҚЫТУДА STEM ТӘСІЛДЕРІН ИНТЕГРАЦИЯЛАУ(2026-08-30); ; Білім берудің цифрлық трансформациясы, жаратылыстану бағытындағы ғылыми даярлық сапасына қойылатын талаптарды арттыру және білім алушыларда кешенді міндеттерді шешудің практикалық тәжірибелері мен дағдыларын дамыту қажеттілігі жағдайында STEM жүйесі арқылы білім беруді химия пәнін оқыту процесіне интеграциялау ерекше маңызға ие болып табылады. Қазіргі химиялық білім тек теориялық білімді игеруге ғана емес, сонымен қатар зерттеу құзыреттілігін, функционалдық сауаттылықты, сыни ойлауды, пәнді жан-жақты түсінуді және химиялық білімді нақты өмірлік жағдайларда қолдану қабілеттерін дамытуға бағытталуы қажет.Мақалада Қазақстан Республикасында химияны оқыту жүйесіне STEM-білім беруді интеграциялаудың теориялық және практикалық аспектілері талданды. Авторлар ғылым, технология, инженерия және математика салаларының өзара байланысына негізделген педагогикалық заманауи модель ретінде STEM тәсілінің мәнін ашты. STEM тәсілін қолдану оқытудың практикалық бағытын күшейтуге, химияның пәндік практикаға негіздеуге және оның экология, биология, физика, цифрлық технологиялар және инженерлік бағыттағы шешімдермен байланысын қамтамасыз етуге мүмкіндік беретіні көрсетілген.Авторлар STEM-білім беру, жобалық оқыту, зертханалық (лабораториялық) зерттеу қызметтері, пәнаралық интеграция және цифрлық білім беру ресурстарын пайдалану мәселелері бойынша ғылыми әдебиеттерге талдау жүргізді. Талдау негізінде химияны оқытуда STEM тәсілін тиімді енгізудің негізгі факторларын анықтады. Зерттеуде STEM жүйесіне бағдарланған сабақтың педагогикалық әсерін бағалауға мүмкіндік беретін аналитикалық көрсеткіштері ұсынылды. Сонымен қатар авторлар Қазақстан үшін STEM тәсілі сабақтың қосымша элементі ретінде емес, химия пәні бойынша білім беру сапасын арттыруға, цифрлық жүйемен байланыстыруға және білім алушылардың зерттеу құзыреттілігін дамытуға бағытталған оқу процесін ұйымдастырудың заманауи моделі ретінде қарастыру қажет екендігін негіздеді. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Development of research competencies in geomorphology education through the integration of digital technologies and modeling(L. N. Gumilyov Eurasian National University, 2026-10-01); In the context of the current digitalisation of education and the growing importance of research, special attention is being paid to developing students' competencies through interdisciplinary approaches. This article examines the integration of geomorphology with physics and modern digital technologies as an effective tool for developing research skills. The combination of physical models and digital tools is noted to enable learners not only to gain a deeper understanding of landform formation processes but also to develop critical thinking, the ability to work with large volumes of data, it is noted that this allows students not only to gain a deeper understanding of landform development processes but also to apply modern analytical methods to solve practical and educational problems. The potential of physical models to represent all phenomena affecting landform development processes, such as erosion, tectonic movements, and hydrological phenomena, is analysed, allowing students to visually understand the dynamics of natural processes. The application of digital technologies—Geographic Information Systems (GIS), digital mapping, terrain simulators, and Big Data analysis—for collecting, processing, visualising, and modelling geomorphological data is examined. This integrated approach develops students' systems thinking skills, their ability to interpret and analyse the results of experiments and numerical models, as well as their research capabilities. A methodology for developing research competence is proposed, including setting problem-based tasks, conducting physical experiments, digitally analysing data, and interpreting results in a project format. The methodology involves a step-by-step approach to mastering skills, from observing and describing natural processes, through to building models, collecting data, analysing it using digital tools, and presenting the results visually. This approach enables learners to formulate hypotheses independently, establish causal relationships, identify patterns, and test them in practice. The combination of practical and digital methods has been shown to foster the development of learners' analytical thinking, independent research skills, critical analysis of information, and communication skills when working in groups. Furthermore, the application of an interdisciplinary approach enhances enthusiasm for studying geomorphology, fosters a sustained interest in scientific research, and develops students' digital literacy, which is crucial for the modern scientific and professional context. This interdisciplinary approach not only deepens learners' understanding of natural processes but also develops practical and digital skills that are essential for modern scientific and professional work. It develops systems and critical thinking, the ability to work with large datasets, to build and analyse models, as well as the use of modern digital visualisation and modelling tools. As a result, learners acquire skills applicable to both research and professional practice, making the educational process practical and relevant in the context of a digital economy and rapidly changing technologies. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Development of research competencies in geomorphology education through the integration of digital technologies and modeling(L. N. Gumilyov Eurasian National University, 2026-10-01); In the context of the current digitalisation of education and the growing importance of research, special attention is being paid to developing students' competencies through interdisciplinary approaches. This article examines the integration of geomorphology with physics and modern digital technologies as an effective tool for developing research skills. The combination of physical models and digital tools is noted to enable learners not only to gain a deeper understanding of landform formation processes but also to develop critical thinking, the ability to work with large volumes of data, it is noted that this allows students not only to gain a deeper understanding of landform development processes but also to apply modern analytical methods to solve practical and educational problems. The potential of physical models to represent all phenomena affecting landform development processes, such as erosion, tectonic movements, and hydrological phenomena, is analysed, allowing students to visually understand the dynamics of natural processes. The application of digital technologies—Geographic Information Systems (GIS), digital mapping, terrain simulators, and Big Data analysis—for collecting, processing, visualising, and modelling geomorphological data is examined. This integrated approach develops students' systems thinking skills, their ability to interpret and analyse the results of experiments and numerical models, as well as their research capabilities. A methodology for developing research competence is proposed, including setting problem-based tasks, conducting physical experiments, digitally analysing data, and interpreting results in a project format. The methodology involves a step-by-step approach to mastering skills, from observing and describing natural processes, through to building models, collecting data, analysing it using digital tools, and presenting the results visually. This approach enables learners to formulate hypotheses independently, establish causal relationships, identify patterns, and test them in practice. The combination of practical and digital methods has been shown to foster the development of learners' analytical thinking, independent research skills, critical analysis of information, and communication skills when working in groups. Furthermore, the application of an interdisciplinary approach enhances enthusiasm for studying geomorphology, fosters a sustained interest in scientific research, and develops students' digital literacy, which is crucial for the modern scientific and professional context. This interdisciplinary approach not only deepens learners' understanding of natural processes but also develops practical and digital skills that are essential for modern scientific and professional work. It develops systems and critical thinking, the ability to work with large datasets, to build and analyse models, as well as the use of modern digital visualisation and modelling tools. As a result, learners acquire skills applicable to both research and professional practice, making the educational process practical and relevant in the context of a digital economy and rapidly changing technologies.