Жарияланымдар / Публикации

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

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    Кейс технологиясын білім беру процесінде пайдалану
    (2024-04-19)
    Мадина Ахилбекова
    ;
    Гаухар Байташева
    Кейс технологиясы – оқытушылардың дәстүрлі және қашықтықтан кеңес беруін ұйымдастыру кезінде мәтіндік, аудиовизуалдық, мультимедиялық оқу-әдістемелік материалдарды жинау және оларды пайдаланушылардың өз бетінше меңгеруіне негізделген, интерактивті әдістің бір түрі ретінде, студенттер үшін өте тиімді әдіс болып саналады. Бұл әдістің көмегімен студенттер өз беттерінше теорияны меңгере отырып практикалық дағдыларға да үйренеді, сонымен қатар өз ойын жүзеге асыру мүмкіндігіне де ие болады. Студенттер ситуацияға талдау жасау арқылы болашақ маман ретінде қалыптасып, сабақты қызығып оқуға тырысады. Кейс стади әдісі - оқытушының креативті ойлауын дамытып, сабақтың мазмұнын ерекше құруға шығармашылық мүмкіндігін кеңейтуге жағдай жасайды.
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    Scientific principles of information-activity-based learning in university natural science disciplines
    (2025-06-12)
    Gulnara Nauryzbayeva
    ;
    Guldana Aldzhambekova
    ;
    Bayan Kuanbayeva
    ;
    Ayapbergenova Gulsum
    ;
    Kutkeldiyeva Elzira
    The article is dedicated to the analysis and conclusions of a research project conducted by the physics departments of Kazakhstani universities from 2018 to 2025. The outcomes of the study were driven by the need to develop specific methodologies for organizing practical sessions, laboratory work, independent study (ISR), and independent study with instructor support (ISRS), all oriented toward a training model aimed at creating a learning environment that not only fosters the development of subject-related competencies but also cultivates the personal qualities of future professionals. In this context, the department developed methodological foundations for teaching the physics course based on a professional activity model across various fields. The experience of integrating informational and activity-based approaches in this work relies on both the recognition of the need for the informatization of education and the activity-based approach to learning. While informatization focuses on incorporating information and communication technologies into the educational process, the activity-based approach empowers students to develop their own potential by finding individual pathways to knowledge and progressing independently through educational stages. This is possible only with appropriately structured educational activities. This study demonstrates that the formation and assimilation of fundamental concepts and laws of physics by students can be achieved through specially organized informational and cognitive activities. The logic behind organizing such activities during instruction is interdependent with the structure and content of the learning material. The methods used to study physical laws, their comprehension, and the acquisition of problem-solving techniques become methods of informational and cognitive activity for students.
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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.
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    Assessing the pedagogical readiness of preschool teachers in integrating Kumon methodologies within early childhood STEM frameworks
    (Modestum Limited, 2026-09-25)
    Lyazzat Z. Bekbaul
    ;
    Anar A. Alimbekova
    ;
    Bulshekbayeva Assem
    ;
    S.M. NURBEKOVA
    Integrating the Kumon method into preschool settings requires teaching competencies existing self-efficacy instruments do not capture. This study developed and validated a nine-dimensional preschool teacher self-efficacy scale for Kumon-oriented instruction, spanning child development knowledge, individual assessment, scaffolding, self-directed learning, mastery-based teaching, motivation, family partnership, literacy and mathematics content knowledge, and STEM integration, administered to 204 preschool teachers in southern Kazakhstan. Confirmatory factor analysis supported each subscale (CFI = .953-.999), with high internal consistency across all dimensions (α = .959-.981). Neither Kumon nor STEM teaching experience differentiated self-efficacy scores. Teaching experience showed a non-linear pattern, with mid-career teachers scoring lower than novice and senior teachers; education level had no predictive value. Latent profile analysis identified three distinct profiles, high (41.2%), moderate (40.7%), and low competency (18.1%), with mid-career teachers overrepresented in the low-competency class. STEM integration was consistently the weakest dimension, with implications for professional development in early childhood instruction..