Жарияланымдар / Публикации

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Дата начала: 2020Тема: search.filters.subject.cognitive skills

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    Тип записи:Публикация,
    БІЛІМ АЛУШЫНЫҢ ИНТЕЛЛЕКТУАЛДЫҚ-ӘЛЕУМЕТТІК-КӘСІБИ ҚҰЗЫРЕТТІЛІГІН ҚАЛЫПТАСТЫРУДАҒЫ ЖОБАЛАЙ ОҚЫТУ ТЕХНОЛОГИЯСЫНЫҢ ТИІМДІЛІГІ
    (2020-09-29)
    Aigul Satbekova
    ;
    Zh. AMETKHAN
    ;
    М.Е. Абдреш
    Бұл мақалада жобалай оқыту технологиясының негізінде нақты прагматикалық бағытталған нәтижені көздейтін идея бар екендігі туралы, сонымен қатар жобалау әдісінің негізінде студенттердің танымдық дағдыларын дамыту, ақпараттық кеңістікте дұрыс жол табу, сыни және шығармашылық ой дамыту басты орын алатындығы жайлы кеңінен сөз етіледі. Сонымен қатар мақалада оқыту технологияларының студенттердің білім алуын сапалы етуге үлкен серпін беретін тиімді бір түрі - жобалай оқыту технологиясы деген идея басшылыққа алынғандықтан, осы технологияның ерекшеліктеріне арнайы тоқталуды қажет деп санадық. Білім алушыларигерген материалдан белгілі бір қорытындылар жасау үшін ізденеді, әр түрлі ғылым салаларымен байланыстырады. Бұл үрдіс студенттің интеллектуалдық-кәсіби құзыреттілігін дамытуға, қалыптастыруға мүмкіндік жасайды. Жобалау әдісі студенттің кәсіби құзыреттілігімен қатар әлеуметтік құзыреттілігін де қалыптастыруға мүмкіндік береді. Бұл орайда білім алушы өзінің практикалық әрекетінде алдына қойып отырған мәселенің шешімін тауып, оның нәтижесін көруі үшін ізденеді, игерген теориялық білімінің маңызын байқайды, оны есіне түсіреді. Бұл үрдіс адамның әр түрлі жағдаяттарды шешудің әдіс-тәсілін игеруге мүмкіндік жасайды, іскерлік қабілеттерін қалыптастырады. Мақалада бүгінгі таңда кеңінен дамып келе жатқан жобалау әрекетінің мүмкіндіктерін педагогикалық технологиялар тұрғысынан қарастырудың ғылыми негіздемесі мен жобалаудың күтілетін нәтижені алдын ала болжауды және оған қажетті барлық ресурстарды мақсатқа сай ұйымдастыруды қажет ететін ерекшеліктер сипатталған.
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    COMMUNICATIVE COMPETENCE AND ITS COMPONENTS
    (2020-12-09)
    G. Tekesbayeva
    ;
    Anar Tekesbayeva
    The article States that competencies are the result of knowledge expressed as a student's activity, including such concepts as” knowledge“,” skills“,” skills “and”experience". Competence is the final result, characterized by the fact that the student uses the knowledge, skills, and skills in practice, in solving any practical or theoretical problems in everyday life. The conclusions of Russian and foreign scientists on communicative competence are also analyzed. As many definitions of communicative competence are available in pedagogical and psychological works, so many views about the components of communicative competence. The article raises the question of the components of communicative competence and concludes that communicative competence is a system that combines linguistic, sociological, psycholinguistic, linguoculturological, cognitive, and paralinguistic aspects.
    Цитирования (OpenAlex) 1
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    Features of the work organization at the main stages on the project in the primary classes
    (São Paulo State University, 2021-05-01)
    Zhannat Sardarova
    ;
    Абильдина Салтанат Куатовна
    ;
    Zhalgassova Anargul Asauovna
    ;
    G.R. Bakhtiyarova
    ;
    Zina Adilshinova
    The main aim of the article is to analyze the main stages of work on the project, characterizes the activities of the teacher and student at these stages. The basis of the project activity is the development of students' cognitive skills, the ability to independently design their knowledge and navigate the information space, the development of critical thinking; an idea is laid that constitutes the essence of the concept of "project", its pragmatic focus on the result, which is obtained when solving a particular practically or theoretically significant problem. This result can be seen, comprehended, applied in real practice. To achieve such a result, it is necessary to teach children to think independently, find and solve problems, using knowledge from different areas for this purpose, the ability to predict the results and possible consequences of different solutions, the ability to establish cause-and-effect relationships. To accomplish the goal of the study, several primary stages of work on a project are taken into account, including problematization, goal-setting, planning, implementation, presentation, and reflection. In conclusion, it can be inferred that the application of the project method in the classroom in primary school does not supplant the classroom system but complements, arranges, and extends it.
    Цитирования (OpenAlex) 2
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    Interactive educational technologies as a factor in the development of the subjectivity of university students
    (Science Park Research Organization and Counselling LTD, 2022-05-31)
    Kariуev Adlet
    ;
    Sultanova Zhanagul
    ;
    Yeraliyeva Tolkin
    ;
    Fadeyeva Olga
    ;
    Nazymgul S. Assenova
    The purpose of this research; To evaluate the use of interactive educational technologies as a factor in the development of university students' characteristics with student views. The study group of the research included 25 students studying at various universities in Almaty, Kazakhstan, in the 2021-2022 academic year. This research was designed in accordance with the phenomenological method, one of the qualitative research methods. Research data were collected through a semi-structured interview form created by the researchers. As a result of the research, it has been revealed that university students tend to use interactive educational technologies. Students, the positive effects of interactive educational technologies on improving student characteristics; positive effects in terms of learning skills, technology skills, cognitive skills, self-skills and social skills. In addition, university students stated unwillingness to learn, technology addiction and cognitive difficulties as the negative effects of interactive educational technologies on student characteristics. In universities, activities should be carried out to improve the level of students' use of interactive educational technologies. Keywords; Interactive educational technology, student characteristics, student opinions.
    Цитирования (OpenAlex) 9Цитирования (OpenCitations) 6
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    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.
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    FUNCTIONS OF STUDENTS’ ICT COMPETENCIES IN MODERN BIOLOGICAL EDUCATION
    (Shakarim University, 2025-12-30)
    Akerke Tokenova
    ;
    B. Sh. Kaliyev
    ;
    МЕДЕТОВА АСЕЛЬ МЕДЕТОВНА
    ;
    ТҰРЫСБЕКОВА АЙЗАТ АЙДОСҚЫЗЫ
    The article examines the specific features of forming and developing students’ cognitive skills through the use of information and communication technologies (ICT) in biology lessons. Special attention is given to the pedagogical potential of ICT as an effective tool for enhancing students’ cognitive activity and improving the quality of knowledge acquisition. The study highlights the role of digital resources in organizing interactive communication between teachers and students, ensuring the maximum effectiveness of cognitive processes. The use of ICT contributes to the individualization and differentiation of learning, takes into account students’ levels of preparation, pace, and learning styles, and also fosters their academic motivation, digital literacy, and competence in applying modern technologies within the educational environment.
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    Комплексные модели психолого-педагогического сопровождения детей с РАС: анализ международных исследований и практик
    (National Academy of Education named after Y. Altynsarin, 2026-06-30)
    Svetlana Ismagulova
    ;
    Marfuga Absatovna Absatova
    ;
    Shynar Ussenbayeva
    ;
    Николай Кожахметов
    Актуальность исследования обусловлена ростом числа детей с расстройствами аутистического спектра (РАС) и необходимостью совершенствования систем их психолого-педагогического сопровождения в условиях развития инклюзивного образования. Целью статьи является анализ современных международных моделей психолого-педагогического сопровождения детей с РАС, определение их ключевых характеристик, доказанной эффективности и перспектив адаптации в системе образования Республики Казахстан. За методологическую основу исследования были взяты анализ, систематизация и контент-анализ международных и отечественных научных публикаций, включающие систематические обзоры, метаанализы, эмпирические исследования и аналитические работы, посвященные сопровождению детей с РАС. В ходе исследования были выбраны и проанализированы 42 научных источника, отражающие современные подходы к организации сопровождения детей с РАС. Результаты анализа показали, что наиболее доказательной базой обладают модели раннего вмешательства ABA, EIBI, ESDM и NDBI, эффективность которых подтверждена улучшением коммуникативных, социальных, когнитивных и адаптивных навыков обучающихся. Было установлено, что международный опыт характеризуется переходом от изолированных коррекционных подходов к комплексным междисциплинарным моделям сопровождения, включающим образовательные, поведенческие, социально-коммуникативные и семейно-ориентированные компоненты. В качестве ключевых условий эффективности сопровождения определены раннее начало помощи, индивидуализация поддержки, междисциплинарное взаимодействие специалистов, участие семьи и создание адаптированной образовательной среды. Сделан вывод о целесообразности адаптации наиболее эффективных международных практик к условиям системы образования Казахстана посредством развития комплексной модели психолого-педагогического сопровождения детей с РАС, основанной на принципах доказательности, межведомственного взаимодействия и инклюзивного образования.
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    The impact of artificial intelligence on cognitive skill development in future professionals
    (Institute of Advanced Science Extension (IASE), 2026-07-01)
    Raissa Izmagambetova
    ;
    Elena Agranovich
    ;
    А.Р. Боранбаева
    ;
    Talasbek Aiman
    ;
    Akilbayeva Gulnar
    This study aims to examine how the use of Generative AI affects the development of cognitive skills among future professionals in the multilingual and multicultural education system of Kazakhstan. To achieve this, a combination of quantitative survey data and qualitative insights from semi-structured interviews was used. The research sample consisted of 148 fourth-year students from Kazakh- and Russian-language communities. Quantitative data were analyzed using descriptive statistics and the non-parametric Kruskal–Wallis H test to evaluate differences in perceptions. The findings show that participants mainly viewed AI as a supportive cognitive resource that helped them engage in the learning process and personalize their learning experience. The highest scores were observed in the Cognitive and Motivational Drivers dimension, while the Self-Directed Learning dimension suggests that students approached AI-assisted learning with some caution. The results indicate the presence of a blended learning model in which students integrate modern technologies into their education while continuing to rely on traditional learning approaches. No statistically significant differences were found between the two language groups, indicating similar attitudes toward AI. However, the findings cannot be generalized because of the specific context and the limited scope of the study.