Қазақ ұлттық қыздар педагогикалық университеті / Казахский национальный женский педагогический университет

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    Тип записи:Публикация,
    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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    Тип записи:Публикация,
    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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    Тип записи:Публикация,
    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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    Correction: Scientific and methodological foundations for integrating remote sensing data into school geography
    (Frontiers Media, 2026-04-17)
    Шахислам Лайсханов
    ;
    Zhanbolat Nurmagambetuly
    ;
    Kulyash Duisenbaevna KAIMULDINOVA
    ;
    Duman Toktaruli ALIASKAROV
    ;
    Erzhan Abikbaev
    A correction refers to a change to their article that the author wishes to publish after publication. The publication of this article is subject to Frontiers' editorial approval.Instructions:• Please read through all the templates before choosing • Pick the most relevant text template(s) from the following page and delete all others.• Edit the text as necessary, ensuring that the original incorrect text is included for the record, please see the below. • Please do not use any extra formatting when editing the templates, and only modify the red text unless absolutely necessary • Submit to Frontiers following the instructions on this page.When the original text contained incorrect information, to preserve the scientific record, please include that text when editing the below templates. For example:There was a mistake in the Funding statement, an incorrect number was used.The correct number is "2015C03Bd051.". The publisher apologizes for this mistake.The original version of this article has been updated. Correction: Scientific and methodological foundations for integrating remote sensing (RS) data into school geographyCorrection on: Laiskhanov S, Nurmagambetuly Z, Kaimuldinova K, Aliaskarov D, Abikbaev E and Bopiyeva A ( 2026) Scientific and methodological foundations for integrating remote sensing (RS) data into school geography. Front. Educ. 11:1768464. doi: 10.3389/feduc.2026.1768464 In the published article, there was a mistake in the Funding statement. The funding information was incorrectly displayed.The correct Funding statement is:The authors declare that financial support was received for the research and/or publication of this article. This study was funded by the Ministry of Science and Higher Education of the Republic of Kazakhstan under grant project IRN AP23487595, entitled "Preparation of methodological developments aimed at developing skills in the use of remote sensing (RS) materials in school geography." The article processing charge (APC) was also funded by this grant.The original version of this article has been updated.End of template. If you would like to request a correction for a reason not seen here, please contact the journal's editorial office.
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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.