Жарияланымдар / Публикации
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- Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Psyhoemotional Aspects for Creative Potential Development within the Framework of Schoolchildren Informational Culture Environment(2020-09-14) ;Gulbanu Abitova; ;Z.T. Koksheyeva ;Anar A. KapenovaObjective: In the process of creativity, the child develops intellectually and emotionally, determines its attitude towards life and its place in life, acquires the experience of collective interaction, improves its skills in working with various tools and materials. Background: At present times, which most researchers refer to as the era of “creative information culture”, the potential for creative development of students is of interest to both scientists and teachers. This paper considers creativity as a child’s sense-creating ability, as a student’s ability to form a model of the surrounding microcosm in the consciousness, which most often develops based on reading and processing information. This feature determines the uniqueness of the value-semantic attitude of children with inclusion to the world in general and to information, in particular. Method: The study used materials from textbooks and manuals. Learning programs for children with developmental standards were studied. The level of students' creative thinking was tested. Methods for its development are derived. Results: Various sources of information make up such a picture of the child’s world in which a certain value-semantic core is gradually formed. On extensive material through comparative analysis it is proved that the creative component is characterised by the manifestation of fantasy and imagination in all the diverse informational aspects; the need for new information; dedication to the process of cognition; the desire to master the basics of creative search activity; manifestation of independence in the selection of means and methods of cognition; desire for co-creation with adults. In the process of creativity, the child develops intellectually and emotionally, determines his attitude to life and his place in it, acquires the experience of collective interaction, and improves his skills in working with various tools and materials. Conclusion: According to the author, it is an artistic and creative activity that actualises the inner potential of the child, reveals his creative abilities, allows us to define the artistic and creative self-realisation of a pre-schooler as an organised process of targeted pedagogical.Цитирования (OpenAlex) 3Цитирования (OpenCitations) 1 - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, ЭФФЕКТИВНОСТЬ ТЕХНОЛОГИИ ПРОЕКТНОГО ОБУЧЕНИЯ В ФОРМИРОВАНИИ ИНТЕЛЛЕКТУАЛЬНО-СОЦИАЛЬНО-ПРОФЕССИОНАЛЬНОЙ КОМПЕТЕНТНОСТИ СТУДЕНТОВ (EFFECTIVENESS OF PROJECT TEACHING TECHNOLOGY IN THE FORMATION OF INTELLECTUAL-SOCIAL-PROFESSIONAL COMPETENCE OF STUDENTS)(2020-09-30); ; This article is about the idea that lies at the heart of projective teaching technology, aimed at achieving a pragmatically accurate result, as well as at developing students' cognitive skills through project-based learning, finding the right path in the information space, and developing critical and creative thinking. The article deals with design technology as one of the most effective forms of teaching the Kazakh language, which can give a powerful impetus to the quality of student learning. Students are looking for conclusions regarding various fields of science. This process contributes to the development and formation of intellectual and professional competencies of students. The technology of project training allows you to form not only professional, but also social competencies of students. At the same time, students strive to find a solution to the problem in their practice and see the result, recognize the importance of the theoretical knowledge acquired by them and remember them. This process allows a person to master the methods and approaches to solving various situations, develops his business skills. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Developing the Future Primary School Teachers Intellectual Skills in Kazakhstan(Osmangazi University, 2021-06-25) ;PhD student Abai KazNPU, Almaty, Kazakhstan ;Л.А. Искакова ;Amina Amirova ;Prof., KazNPU named after Abai, Almaty, KazakhstanMeirgul OspanbekovaThe article is devoted to the development of intellectual skills of future primary school teachers in Kazakhstan.The main purpose of this study was to determine the impact of special education on the intellectual level of students, including creative, reproductive and critical thinking skills.Students of the Department of pedagogy attended the study and methods of primary education of the Abai Kazakhstan National Pedagogical University.The principle of experimental research used in the study.The data collected through the survey analyzed using the method of quantitative analysis.Descriptive statistics and Mann-Whitney and Wilcoxon evaluation criteria obtained.The results showed that special training for the development of students' intelligence has a positive effect on the experimental group.In the experimental groups, the level of heuristic, creative, reproductive and critical thinking skills increased after 8 weeks of special training, while the results in the control groups with traditional training showed that the dynamics of the above skills were weaker than in the experimental groups.Цитирования (OpenAlex) 3Цитирования (OpenCitations) 3 - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Preparation of preschool education specialists for innovative activities in preschool organizations(Science Park Research Organization and Counselling LTD, 2022-05-31); ; ;Kerimbayeva Rysty Kaldyhanovna ;Salimbayeva SholpanThe purpose of this research; To get the opinions of preschool teachers in order to prepare preschool teachers for innovative activities in preschool organizations. In this study, in-depth interview technique, one of the qualitative research techniques, was used. The study group of the research consists of 33 volunteers working as pre-school teachers in various educational institutions in the city of Shymkent, Kazakhstan. Research data were collected through a form consisting of semi-structured interview questions prepared by the researchers. As a result of the research; It is seen that the majority of teachers define innovation as a compulsory need, renewal of oneself and an indicator of development. The majority of preschool teachers participating in the research describe themselves as moderately innovative. In parallel with this, teachers stated that they take part in innovative activities in preschool organizations. Teachers' suggestions for the development of innovative approaches are to be open to new ideas, to follow and try new methods and practices, to use technology in the educational environment, to gain creative thinking skills and to try new ways in problem solving. In addition, teachers stated that institutions and the ministry should aim to develop teachers' innovative attitudes through various practices. These results reveal that institutions, the ministry and the state have duties in order to develop teachers' innovative attitudes and to enable them to take a more active role in innovative activities in preschool organizations. Keywords; Innovation, innovative activities, preschool organizations, preschool teachersЦитирования (OpenAlex) 5Цитирования (OpenCitations) 4 - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Formation of Students’ Readiness to Develop the Social Skills of Younger StudentsThe article is devoted to the problem of professional training of future teachers in the development of social skills of primary school students. The scientific research conducted by the authors contributes to the increase of creative and intellectual activity of students. The review of the literature defines the essence of the concepts of “social skills” and “training”, as well as clarifies the problem of developing social skills. The assessment of the levels of motivational, cognitive, activity, and reflexive components of the process of developing students' professional training has been carried out. During the experiment, a special course was organized, within the framework of which complex work was carried out, including theoretical, practical and methodological tasks. The indicators and levels of preparedness of future teachers for the development of social skills of primary school students are determined, and the results of experimental work are presented. Students master the technologies and information provided aimed at developing students' social skills and achieve significant changes with their successful implementation during practice. When analyzing the results, it was noted that future teachers had increased interest in their profession, professional activity, and significantly improved creative thinking and cognitive abilities. The results show the effectiveness of methods and organized work in the process of teaching students. Accordingly, the authors consider it necessary to include the subject “Methods of developing social skills of primary school students” in the curriculum. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, ИНФОРМАТИКАНЫ STEM-ТӘСІЛДЕРІМЕН ИНТЕГРАЦИЯЛАП ОҚЫТУДЫҢ ШЕТЕЛДІК ІС-ТӘЖІРИБЕЛЕРГЕ НЕГІЗДЕЛГЕН ПЕДАГОГИКАЛЫҚ АЛҒЫШАРТТАРЫ МЕН МОДЕЛІ(Zhetysu University, 2026-06-29); ;Е.З. Уксикбаев ;Ж. Т. ЖиембаевKamalbek BerkimbayevИнформатика пәнін STEM тәсілдерімен ықпалдастыра оқыту пәнаралық интеграцияны қамтамасыз етіп, білім алушылардың логикалық, алгоритмдік және шығармашылық ойлау қабілеттерін дамытуға мүмкіндік береді. Шетелдік тәжірибелерді (АҚШ, Финляндия, Корея, Жапония, Сингапур және Қытай) талдау аталған бағыттың тиімділігін дәлелдей отырып, оны Қазақстанның білім беру жүйесіне бейімдеудің өзектілігін арттырады. Зерттеудің мақсаты – информатиканы STEM тәсілдерімен ықпалдастыра оқытудың шетелдік тәжірибелерге негізделген педагогикалық алғышарттарын айқындау, тиімді моделін әзірлеу және оның оқу үдерісіндегі тиімділігін тәжірибелік тұрғыдан дәлелдеу. Зерттеу барысында теориялық, эмпирикалық және статистикалық әдістер кешені қолданылды. Зерттеу нәтижесінде информатика пәнін STEM тәсілдері негізінде ықпалдастыра оқытудың педагогикалық моделі әзірленді. Ұсынылған модель мақсаттық, мазмұндық, технологиялық, процессуалдық және нәтижелік компоненттерден тұрады және Қазақстан Республикасының білім беру үдерісінің ерекшеліктерін ескереді. Эксперимент нәтижелері STEM тәсілдері негізінде оқытудың оқушылардың білім сапасын, цифрлық сауаттылығын, инженерлік және алгоритмдік ойлау қабілеттерін, сондай-ақ шығармашылық белсенділігін арттырғанын көрсетті. Эксперименттен кейін бақылау тобының орташа көрсеткіші 3,41 болса, эксперименттік топта бұл көрсеткіш 4,43-ке жетті (t(18) = 19.18, p = 0.0001). Алынған айырмашылық статистикалық тұрғыдан маңызды деп танылды. Қорытындылай келе, зерттеу нәтижелері информатика пәнін STEM тәсілдері негізінде ықпалдастыра оқытудың білім алушылардың білім сапасын, цифрлық сауаттылығын және инженерлік-алгоритмдік ойлауын арттыруда жоғары тиімді екенін дәлелдеді. Интеграция информатики со STEM-подходами обеспечивает междисциплинарную связь и способствует развитию логического, алгоритмического и творческого мышления обучающихся. Анализ зарубежного опыта (США, Финляндии, Кореи, Японии, Сингапура, Китая) подтверждает эффективность данного направления и подчеркивает актуальность его адаптации к системе образования Казахстана. Цель исследования заключается в определении педагогических предпосылок интеграции преподавания информатики на основе STEM-подходов с опорой на международный опыт, разработке эффективной модели и ее практической верификации в учебном процессе. В ходе исследования применялся комплекс взаимосвязанных теоретических, эмпирических и статистических методов. В результате была разработана педагогическая модель интеграции преподавания информатики на основе STEM-подхода. Модель включает целевой, содержательный, технологический, процессуальный и результативный компоненты, соотнесенные с образовательным процессом Республики Казахстан. Результаты эксперимента показали, что STEM-ориентированное обучение повышает качество знаний учащихся, уровень цифровой грамотности, инженерное и алгоритмическое мышление, а также творческую активность. В послекспериментальный период средний показатель контрольной группы составил 3,41, тогда как экспериментальной – 4,43 (t(18) = 19.18, p = 0.0001), что свидетельствует о статистически значимом различии. Таким образом, результаты исследования подтверждают высокую эффективность интеграции преподавания информатики на основе STEM-подходов в повышении качества обучения, цифровой грамотности и инженерно-алгоритмического мышления учащихся. Integrating computer science education with STEM approaches ensures interdisciplinary coherence and fosters the development of learners’ logical, algorithmic, and creative thinking skills. An analysis of international practices (USA, Finland, Korea, Japan, Singapore, China) confirms the effectiveness of this approach and highlights the relevance of adapting it to the educational system of Kazakhstan. The purpose of this study is to identify the pedagogical prerequisites for integrating computer science teaching with STEM approaches based on international experience, to develop an effective instructional model, and to empirically validate its effectiveness within the learning process. The research employed a set of interconnected theoretical, empirical, and statistical methods. As a result, a pedagogical model for integrating computer science education with STEM approaches was developed. The model includes goal-oriented, content-based, technological, procedural, and outcome components aligned with the educational context of the Republic of Kazakhstan. Experimental findings demonstrate that STEM-based instruction enhances students’ academic performance, digital literacy, engineering and algorithmic thinking, as well as creative activity. In the post-experimental phase, the average score of the control group was 3.41, whereas the experimental group achieved 4.43 (t(18) = 19.18, p = 0.0001), indicating a statistically significant difference. In conclusion, the study confirms the high effectiveness of integrating computer science education with STEM approaches in improving learners’ academic achievement, digital literacy, and engineering–algorithmic thinking.
