Жарияланымдар / Публикации

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Bulletin WKU
(2025-04-14)
Yerdaulet Askarbekovich Tulegenov
ГЕОГРАФИЯДАН ӨТІЛЕТІН «ЖАСЫЛ ЭНЕРГИЯ КӨЗДЕРІ» ТАҚЫРЫБЫН ПРОБЛЕМАЛЫҚ ОҚЫТУ ТЕХНОЛОГИЯСЫ АРҚЫЛЫ ҚАРАСТЫРУ Аңдатпа.Мақалада білім алушылардың География пәнінен оқылатын «жасыл энергия көздері» түсінігі, проблемалық оқыту технологиясы арқылы қарастырылып отыр.Атап айтқанда күн мен желден алынатын энергиялардың Қазақстандағы жағдайы мен ерекшеліктері қарастырылған.Ал бұл баламалы энергия көздері осы кездері біздің елдің ғана емес жүниежүзілік елдер деңгейіндегі көкейтесті мәселелерінің бірі болып отыр.Және «Баламалы энергия» көздері табиғи ресурстарды үнемі тұтынудың мүмкіндігі болмаған жағдайда сарқылмайтын энергия көзі ретінде тиімді пайдалануға бағытталған.Жасыл экономиканы дамыту, экологиялық дағдарысты болдырмаудың бірден бір жолы.Жердегі табиғи жасыл энергияның негізгі көзітаусылмайтын энергия қорлары -Жел мен Күн.Және Қазақстан кремнийге бай болғандықтан жаңа технологиялар көмегімен, фотоэлектрлік модульдер өндіру қолға алынуда.Астанада фотоэлектрлік модульдер шығаратын «Astana Solar» зауыты Қазақстандық кремнийден күн батареяларын шығаруды қатты қолға алуда.Аталған энергия көздерінің адамзат тіршілігі үшін өте маңыздысырадиоактивті заттар шығармауында.2013 ж.Мемлекет басшысының Жарлығымен Қазақстанның «жасыл» экономикаға көшу тұжырымдамасы қабылданды.2020 ж. дейінгі қысқа және 2030-2050 жылдарға дейінгі ұзақ мерзімді тұжырымдамада болашақта дамытатын индикаторлар қажеттігі көрсетілген.Демек, жасыл немесе жаңартылған энергия негізінде дамитынелдің табиғатын жақсартуға, жаңартуға үлес қосатын, зиян келтірмеуге бағытталған жаңа технологиялардың қажеттілігі.Осы орайда, білім алушылардың танымдық әрекетін қалыптастыру мақсатында, берілген тапсырмаларпроблемалық технологиялар арқылы оқытудың жеке, топтық жолдары арқылы ұйымдастырылған.
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Bulletin WKU
(2025-04-14)
Мамирова К.Н.
Digital technologies play a crucial role in modernizing the educational process. This article examines the use of mobile applications in geography education and their impact on students' knowledge levels, motivation, and engagement. The study demonstrates that tools such as Google Earth, StudyGe, Quizizz, Kahoot, and Quizlet contribute not only to better learning outcomes but also to the development of practical skills, including spatial thinking and data analysis. The article highlights the importance of a balanced approach to digitalization in education and provides recommendations for the effective integration of digital technologies into the learning process.
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Вестник ЗКУ
(2026-07-24)
Көктеубай Ж.Ж.
;
Намазбаева З.Е.
;
Калкашев С.Г.
;
Жоя Қайрат
. Teaching geospatial technologies with the help of artificial intelligence (GeoAI) is very important for increasing the research opportunities of students studying geography in the digital age. This socially useful service aims to strengthen students ' understanding of GeoAI concepts, analyze spatial data based on the Google Earth Engine, and collect population data using Tableau. To assess the development of the participants ' competencies, the method of practical mentoring with preliminary and final testing was used, as well as methods for evaluating small projects and assessing learning satisfaction. The results of the activity showed an increase in the competence of students in all aspects of assessment, especially in the technical skills of using the GeoAI platform and transmitting spatial information through interactive dashboards. The average final Test score increased to 82.3, which is an increase of 32 points compared to the preliminary test score of 50.3. The small project products created by the participants also showed good quality and could be used as a tool for creating a Thematic Map based on data. Students positively assessed the adequacy of the material, the clarity of the presentation and the usefulness of the tasks. Thus, this event helped to increase the level of geoai proficiency and students' readiness to conduct modern geospatial research. In the future, more intensive and sustainable programs of subsequent training are needed to strengthen the assimilation of technologies and expand their use in geographical education.
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SCIENTIFIC AND DIDACTICAL APPROACHES TO DESIGNING THE CONTENT OF GEOGRAPHY TEXTBOOKS IN KAZAKHSTAN
(2020-01-01)
Kulash Nurbergenovna Mamirova
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Geographical education: problems of construction textbook of geography for middle school
(Al-Farabi Kazakh National University, 2018-01-01)
Kulash Nurbergenovna Mamirova
;
Tattigul Shakenova
;
Л. Ш. Киясова
;
M. Tokhsabaeva
;
М. Талипбай
Currently, the main factors determining the development of geographic education are humanization, ecologization, politicization, globalization and informatization of the content of education. Among theareas of geographical science, research on the problems of nature management and geoecology, the sustainable development of society and nature, problems of socio-demographic and political-geographicalcharacter are topical. In this connection, the purpose of the geography textbook in the educational process is that it should be a “strategic model” of the learning process, as it reflects the aims of education,the content of education, teaching methods and organizational forms. Simultaneously, the textbook is a “tactical model” of the learning process, as it reveals the sequence of presentation of the teaching material and sets the scenario for the learning process. The aim of the study is to substantiate the content of the geography textbook for secondary schools as an integrated information and activity model of the educational process that reflects the goals, principles, content and technology of the learning process. A textbook is a model in the sense that it not only reflects the structure and content of a certain didactic-methodical system, but also projects its implementation. The scientific and practical significance of the research is that the didactic principles of the construction of a school textbook are proposed, the informational core of which is its multifunctionality; a structural-content model of the school textbook was defined; developed science-based requirements for building a school textbook of geography and practical recommendations for future authors of textbooks. The methodological basis of the research was the current provisions on the personality-activity approach in teaching, the theory of the textbook and the theory of a holistic pedagogical process, the concepts and standards of school geographic education. In this connection, the structure and content of the geography textbook, oriented to the student’spersonal development activity, should assume the appropriate types of educational activity. In the textbook, the goals and objectives of education, the ways to organize the learning situations, the necessaryinformation for the formation of knowledge and competencies, the ways of solving problems, the types of generalization and systematization, consolidation and control, the organization of independent works,the reflection of educational activity and the expected results are proposed. The activity function of the textbook implements the creative educational activity of students and their evaluation position in relation to the material being studied. This approach guarantees the learner increased motivation and effectiveness of training.
Цитирования (OpenAlex) 1Цитирования (OpenCitations) 1
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METHODOLOGICAL ASPECTS OF THE IMPLEMENTATION OF CREATIVE ACTIVITIES IN TEACHING ECOLOGICAL AND GEOGRAPHICAL DISCIPLINES
(2020-01-01)
Ilgizar Timergalievich Gaisin
;
Galina Savelevna Samigullina
;
Kulash Nurbergenovna Mamirova
Цитирования (OpenAlex) 1
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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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СОДЕРЖАНИЕ ГЕОГРАФИЧЕСКОГО ОБРАЗОВАНИЯ КАК ОСНОВА ПОДГОТОВКИ БУДУЩИХ СПЕЦИАЛИСТОВ
(2021-03-24)
Kulash Nurbergenovna Mamirova
The need to update the content of geographical education in higher education is due to the need to take into account new criteria for evaluating education. At present, the results of education are not the knowledge and skills, but the levels of students' abilities to solve educational and life tasks (life skills and competences). In the study, the basis for the formation of the content of geographical education is considered from the position of the following principles and provisions: scientific nature; interdisciplinary nature; humanization of education; globality and regionality; ecological approach; problem solving; consistency and integrity. In the above-mentioned aspect, the mission of the Department of Geography and Tourism of the Kazakh State Women's Teacher Training University is to create a complex of scientific, pedagogical and organizational and methodological conditions that provide students with geographical education based on the unity of educational, scientific, educative and innovative processes taking into account international experience. In this regard, the goal of the department of geography and tourism is associated with the training of qualified geographers with dynamic professionalism, socio-professional competencies and capable of effective implementation of innovations in the field of geographical education, science and production.
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ИСПОЛЬЗОВАНИЕ ИНТЕРАКТИВНЫХ МЕТОДОВ ПРИ ИЗУЧЕНИИ ТЕМЫ «ТИБЕТСКОЕ НАГОРЬЕ»
(2021-04-27)
К. А. Тлеубергенова
;
Н. Н. Карменова
;
Ш. У. Лайсханов
Among interactive teaching methods academic discussion, joint search, trainingare widely used. The authors show how on the example of the method academic discussion it is possible to study the features of the relief of the Tibetan plateau and mount Kailas. The method of joint search was applied to study the national Geopark of Zhanye-Danxia in Gansu province. It allows to study in detail the developed landscapes of this region and to find out the reasons of their formation. The method of training, implemented in the form of teachercomputer-student, are given tasks about the snowy peak of Meili, resembling a turtle in its outlines.
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The efficiency of using leveled test items in the cognitive model of Bloom’s taxonomy in geography lessons
(2022-01-01)
Zh.Zh. Kokteubay
;
Raziya Kaldybekova
;
Н. Н. Карменова
At present, in connection with the renewal of the content of theoretical knowledge of school geography, the connection between the methods of teaching geography and logic is being strengthened. A special need for this arose in connection with a clear choice of scientific concepts covered by the curriculum. Teaching students to read through thinking, developing their skills and abilities, and self-education skills. To acquire knowledge, students must be able to use the levels of cognitive thinking, understanding, application, analysis, generalization, and evaluation.The article discusses the effectiveness of using test items in geography lessons, compiled in accordance with the cognitive model of Bloom’s taxonomy, in the context of the updated content of education in the country. A method of using thinking skills in the cognitive taxonomy of the American psychologist Benjamin Bloom is proposed for teaching test tasks developed in accordance with the curriculum, grouping them into simple, intermediate, and higher levels.New pedagogical technologies are aimed at the formation of a person’s thinking system, teaching the ability to make specific decisions in various situations. One of the main problems at the present stage of development is the technologization of the learning process in the school system.The study analyzes the course of the experiment with the participation of 8th grade students at the gymnasium school in Almaty and its effective results. The results of the diagnostic and evaluation stages of the study, in which 61 students of the control and experimental groups took part, were analyzed, and the effectiveness of the methodology was proved.Such tasks and exercises that bring up systemic speech, and systemic thinking, undoubtedly, increase the student’s self-confidence and teach him to be responsible for his actions

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