Жарияланымдар / Публикации
Постоянный URI для этого сообществаhttps://cris.qyzpu.kz/handle/123456789/2
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- Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Fostering critical thinking in learning outcomes of Kazakhstan initial teacher educationThe integration of critical thinking into initial teacher education programs is crucial to achieving the United Nations' Sustainable Development Goals, particularly SDG 4, as teachers play a pivotal role in fostering this essential competency. This study employs computer algorithms to analyze how Kazakhstani educational program developers incorporate critical thinking into learning outcomes. The data sources include Russian-language versions of all active bachelor's degree teacher education programs in Kazakhstan. A first-in-kind mapping was constructed linking Russian verbs to Bloom's Taxonomy cognitive skill levels for this analysis. The methodological approach utilizing automated verb frequency analysis offers a practical tool not only for initial evaluation but also for ongoing, repeatable assessments of curricula. The findings indicate that while direct mentions of “critical thinking” are present, and some higher-order thinking skill verbs are utilized, critical thinking remains modestly integrated into learning outcomes.Цитирования (OpenAlex) 2Цитирования (OpenCitations) 1 - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, A qualimetric evaluation of botany field practice: assessing the alignment between instructional materials and student learning outcomes(Frontiers Media, 2026-05-28); ; ; Elmira KozhabekovaField practice is a central component of science education; however, its quality is rarely evaluated using integrated, multidimensional frameworks. This study applied a qualimetric approach, defined as a weighted, multi-criteria evaluation method, to assess the quality of botany field-practice learning materials and students’ field-practice outcomes. Data were collected from undergraduate students ( n = 387) using a structured survey and an evaluation rubric covering seven quality dimensions. Dimension-level scores were normalized and aggregated into integral quality indices. The results indicated high overall quality for instructional materials (KQ = 0.726) and student outcomes (KQ = 0.706), with a strong alignment between instructional inputs and learning outputs. However, student performance showed greater variability across dimensions, with relatively lower scores in inquiry-based fieldwork skills and the application of theoretical knowledge. These findings show that while well-structured materials are associated with effective field-practice implementation, higher-order competencies may require additional pedagogical support. The study contributes to the literature by introducing a systematic qualimetric framework for evaluating the alignment between instructional design and student performance in field-based learning. A key limitation is that the study was conducted within a single institutional context, which may limit generalizability.Цитирования (OpenAlex) 1