Жарияланымдар / Публикации

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    Тип записи:Публикация,
    Methodology for analyzing onomastic units in the works of contemporary Russian-speaking Kazakhstani writers for developing students’ linguistic competence: a case study approach
    (2026-03-31)
    Galiya Rustemova
    ;
    Aigul Satbekova
    ;
    Zh. Orynkhanova
    The article is devoted to the development and testing of a methodology for analyzing onomastic units in the works of contemporary Russian-speaking Kazakhstani writers using a case-study approach.The study is based on the texts of I.Odegov, Y.Tursunov, R.Seisenbayev, and other authors whose works are rich in onomastic material, including anthroponyms, toponyms, ethnonyms, and institutional names that reflect the multilayered cultural and linguistic environment of Kazakhstan. The methodology is implemented through a series of cases, each of which includes the identification of onomastic units, an etymological and cultural commentary, and an analysis of their functions in the text (nominative, symbolic, cultural, and aesthetic). Practical work with students has shown that this format promotes the development of analytical thinking, the formation of intercultural competence, and the improvement of translation skills.The article discusses the advantages and limitations of the method: the high level of interactivity and depth of analysis are combined with the complexity of preparing cases and the need for a cultural and linguistic background. A comparison with traditional teaching methods shows that case studies provide greater engagement and critical thinking, but require additional resources and time. The results of the study confirm the effectiveness of onomastic analysis in the educational process.
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    Тип записи:Публикация,
    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.