Жарияланымдар / Публикации

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

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2025 - 20263

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Автор: search.filters.author.Altynkul ToibazarovaЯзык: Английский

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    Problems of continuity of the content of the chemistry course in secondary schools and universities
    (National Academy of Education named after Y. Altynsarin, 2025-03-31)
    Altynkul Toibazarova
    ;
    Nurbol Orynbasaruly Appazov
    ;
    Ж. К. Куанышева
    ;
    D.Zh. Niyazova
    The article examines the current issues of the relationship between chemistry education in secondary schools and universities. The discrepancy between the expectations of universities and the knowledge of high school graduates is introduced into the context, and key problems preventing the successful continuity of educational programs are identified. The current state of the content of the chemistry course at school and the requirements of universities for the level of training in this subject are analyzed. The authors analyze the current situation in educational programs, identifying contradictions between the requirements of universities and the level of training of high school graduates in the field of chemistry. The article examines in detail the key factors influencing the continuity of learning, such as differences in curricula, teaching methodology and evaluation criteria. The authors also offer an overview of existing methods and mechanisms for ensuring continuity and evaluate their effectiveness. The article highlights the roles of teachers, educational institutions and students in improving the coherence of educational programs, as well as provides specific recommendations for solving these problems. The article also provides an overview of the existing mechanisms for ensuring continuity and their effectiveness. Based on the study, specific recommendations are proposed to improve coordination between educational levels. The roles of teachers, educational authorities and universities in solving these problems are highlighted. In conclusion, the importance of joint efforts of all participants in the educational process to ensure high-quality training of future specialists in the field of chemistry is emphasized.
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    Тип записи:Публикация,
    Phosphonamidates Integrating Sterically Hindered Phenols with Membrane-Active Cations: A Redox-Activated Approach to Antimicrobial Agents
    (Multidisciplinary Digital Publishing Institute, 2026-05-18)
    Elmira Gibadullina
    ;
    Adel Shakirov
    ;
    Margarita Neganova
    ;
    Yulia Aleksandrova
    ;
    Alexandra Voloshina
    A strategy to create highly effective antimicrobial agents was proposed based on the conjugation of three functional components: a cationic quaternary ammonium salt (QAS) that exerts a membrane-disrupting effect and promotes selective accumulation on bacterial surfaces; a phosphonamidate linker for controlled activation; and a sterically hindered phenol (SHP) fragment as a potential redox component. This approach enabled the preparation of 40 target phosphonamidate–SHP/QAS hybrids in high yields (88–98%). Evaluation of their antimicrobial activity against major pathogens and methicillin-resistant Staphylococcus aureus (MRSA) revealed high potency against Gram-positive bacteria. The lead compounds achieved minimum inhibitory concentration (MIC) values of 0.7–2.8 μM, which is up to 10 times lower than that of the reference drug, norfloxacin. Mechanistic studies confirmed that these hybrids disrupt the bacterial membrane. In addition, an increase in intracellular ROS levels was observed for the most active compound. The SHP/QAS hybrids retained high activity against S. aureus ATCC 209P after 17 passages and showed low cytotoxicity (SI = 62–92) and negligible hemolysis. These properties indicate that this approach may offer a useful strategy for developing antibacterial agents with a potentially lower risk of inducing conventional resistance mechanisms.
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    Scientific and methodological foundations for teaching physicochemical analysis methods in continuous chemical education: a scoping review
    (Frontiers Media, 2026-09-28)
    Altynkul Toibazarova
    ;
    Karima Arynova
    ;
    Nursulu Zhussupbekova
    ;
    E. A. Nazarov
    ;
    G. T. Balykbayeva
    Background Rapid technological advancement, digitalization of analytical instrumentation, and the growing demand for interdisciplinary competence have significantly transformed the role of analytical chemistry in science and industry. These changes necessitate a systematic reconsideration of how physicochemical analysis methods are taught within continuous chemical education. Objective This scoping review aimed to map and systematize the structural components of modern analytical chemistry education, identify dominant pedagogical approaches, and conceptualize their functional interrelationships within an integrated educational framework. Design/methods The study was conducted as a scoping review in accordance with PRISMA-ScR guidelines. A comprehensive search was performed in Scopus, Web of Science, ScienceDirect, ACS Publications, SpringerLink, and RSCI (eLIBRARY.ru), covering publications from 1975 (the earliest eligible record retrieved) to 2024. Eligible studies addressed pedagogical, curricular, or methodological aspects of teaching analytical chemistry or physicochemical analysis methods. Extracted data were analyzed using qualitative thematic synthesis and conceptual mapping to identify recurring educational components and trends. Results The analysis revealed a consistent shift from method-centered instruction toward competence-oriented and system-based educational models. The most frequently reported components included integration of theoretical principles with laboratory practice, problem-based and research-oriented learning, incorporation of digital tools and chemometrics, emphasis on metrology and data interpretation, and increasing attention to sustainability and green analytical chemistry. The evidence indicates a transition from isolated presentation of analytical techniques to structured training focused on analytical thinking, decision-making, and interpretation of complex data. Conclusions Modern analytical chemistry education is evolving toward an integrated, interdisciplinary, and competence-driven model that prioritizes conceptual understanding, information processing, and real-world problem solving. The structural framework identified in this review may support curriculum development, modernization of laboratory courses, and alignment of educational programs with contemporary scientific and industrial demands.