Қазақ ұлттық қыздар педагогикалық университеті / Казахский национальный женский педагогический университет

Постоянный URI для этого сообществаhttps://cris.qyzpu.kz/handle/123456789/1

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2024 - 20262

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Автор: search.filters.author.A. S. BakhtaulovaТема: search.filters.subject.research skills

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    FORMATION OF RESEARCH COMPETENCIES OF FUTURE BIOLOGY TEACHERS THROUGH FIELD TRAINING PRACTICE
    (Kazakh National Pedagogical University, 2024-06-01)
    Alem Abdildauly
    ;
    Мукашева Данагул Мадияровна
    ;
    A. S. Bakhtaulova
    ;
    Sh.Zh. DAURENBEKOVA
    ;
    S. Tleubay
    Today, much attention is paid to school education and improving the education system as a whole. One of the key competencies is research competencies that are formed in the process of undergoing field training and laboratory work, preparing scientific publications and reports for seminars, conferences and symposia. Also, research competencies are an indicator of the competitiveness of future biology teachers and a guarantee that the teacher will be able to engage not only in teaching the subject but also engage in design and research work with students, pedagogical research and make scientific publications to improve their level of qualifications. The purpose of this work is to study the formation of research competencies of future biology teachers through educational and field practice of second-year students in invertebrate zoology during the summer. The scientific significance of this work is the study of methods and forms used during summer field training by students majoring in biology and evaluation of the effectiveness of these methods. The work is valuable for methodologists at higher educational institutions, students, undergraduates and doctoral students studying methods of teaching biology, the formation of research competencies and education in general. The results of this work were used in the preparation of work curricula for field training for biology students and the selection of forms and methods for conducting field training.
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    Development of Scientific Competencies in Future Biology Teachers Through Field Practice: The Case of Tian Shan Mountain Ash (Sorbus Tianschanica)
    (2026-07-05)
    Alem Abdildauly
    ;
    D. Mukasheva
    ;
    A. S. Bakhtaulova
    ;
    Martina Haas
    ;
    S. Tleubay
    This study investigates how educational field practice can foster research competencies in future biology teachers, using the Tian Shan mountain ash (Sorbus tianschanica Rupr.) as a regionally significant object of inquiry. A quasi-experimental design was implemented during one academic semester (2024–2025) with second-year undergraduates enrolled in the 6B01508 Biology program: a control group (n = 21) and an experimental group (n = 31). Both groups followed the same curriculum, while the experimental group engaged in a research-based instructional approach that integrated field sampling, cytohistological preparation, microscopy, quantitative biometry, and the interpretation of rooting experiments. Plant material consisted of annual shoots collected from maternal plants of different ages in the Zhetysu Alatau; cytohistological analyses were conducted in the Laboratory of Bioresources of the Research Institute of Biotechnology and Ecology at Zhetysu State University named after I. Zhansugurov. Biological results indicated a diffuse-porous wood structure with predominance of uniseriate rays, supporting a moderate rooting potential that increased significantly under growth regulators (ANOVA: p < .001; Kruskal–Wallis: p < .001). Pedagogical assessment employed a three-component model (motivational, cognitive-content, and activity-based) across three measurement stages. At the final assessment, the distribution of research competence levels differed significantly between groups (χ² = 16.16, df = 2, p < .001) with a large effect size (Cramér's V = .56); no students in the experimental group remained at the low competence level. The findings suggest that integrating authentic anatomical and histological research on endemic flora into undergraduate biology teacher education can strengthen students' motivation, conceptual understanding, and independence in scientific inquiry, providing a scalable model for practice-oriented curriculum design.