Қазақ ұлттық қыздар педагогикалық университеті / Казахский национальный женский педагогический университет

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Автор: search.filters.author.Nurbol UssenovДата начала: 2020

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    Тип записи:Публикация,
    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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    Тип записи:Публикация,
    Teaching and Learning foundation of the elective course "Cultural Geography"
    (Science Park Research Organization and Counselling LTD, 2021-10-31)
    Ayzhan Satybaldieva
    ;
    Kulyash Duisenbaevna KAIMULDINOVA
    ;
    Kulash Mamirova
    ;
    Zabira Myrzaliyeva
    ;
    Yerlan Issakov
    At present, one of the urgent problems is the systematization of information on elective courses and the identification of methodological features of its implementation. The article presents the program of the elective course " Cultural geography" for classes of the natural-mathematical direction. In addition, the methodological structure of the course " Cultural geography " has been worked out. The article provides an analytical review of the latest sources on the cultural geagraphy in Russian and English. Keywords: elective course, geography of culture, program, annual plan, methodological structure.
    Цитирования (OpenAlex) 5Цитирования (OpenCitations) 6
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    Evaluation of students' views on teaching the subject of migration through distance education in Kazakhstan geography course
    (Science Park Research Organization and Counselling LTD, 2022-01-31)
    Nurbol Ussenov
    ;
    Laiskhanov Shakhislam
    ;
    Kulyash Duisenbaevna KAIMULDINOVA
    ;
    Bakhadurkhan Sh. Abdimanapov
    ;
    Karbayeva Sholpan
    The aim of this study is to determine the important and methodological aspect of examining the population migration patterns of distance education and university students' geography course. 420 university students who continue their education in Kazakhstan participated in the research in the spring term of 2020-2021. Scanning method was used in the research. In the research, a measurement tool called the general opinion measurement tool for the geography lesson, which was developed by the researchers and collected by taking expert opinion in the field of geography, was used. In the research, a 4-week online seminar was organized to increase the views of university students about the geography lesson, and training was given over Microsoft Teams, the interview form was collected with electronic forms after the seminar. The collected data were analyzed using spss program. According to the results of the study, it was concluded that university students' inclination to geography course is higher than male students, university students are familiar with the system for 1-3 years, their inclination to distance education systems is high and population migration patterns are learned well with this system. Keywords: University Student, Distance Education, Geography ,Lesson, Kazakhstan;
    Цитирования (OpenAlex) 6Цитирования (OpenCitations) 5
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    Тип записи:Публикация,
    Methodological foundations for the development of practice-oriented tasks in geography based on the activity approach
    (Science Park Research Organization and Counselling LTD, 2022-05-31)
    Elmira Kuandykova
    ;
    Nurbol Ussenov
    ;
    Karbayeva Sholpan
    ;
    Kenzhekey Tleubergenova
    ;
    Assyl Ziyavdinova
    In this study, it is aimed to investigate and design the methodological foundations for the development of practical tasks in geography based on the effectiveness approach. The research was carried out in the spring semester of 2021–2022. The study with the participation of 360 secondary school students was conducted in a quantitative research model. In the study, 4 weeks of geography and activity training were given to the group of participants. In order to collect data, the ‘effectiveness approach’ data collection tool developed by the researchers was used in the study. The data collection tool used in the research was delivered to the students and collected by the online method . The analysis of the data was carried out using the SPSS programme; frequency analysis was carried out using t-test and the results obtained were added to the study accompanied by tables. As a result of the research, it was concluded that the group of participants had methodological foundations for the development of practical tasks in geography based on the effectiveness approach. Keywords: Activity approach, distance education, geography, students
    Цитирования (OpenAlex) 1
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    Visualization Technologies in Geomorphology Education: The Role of 3D Models, GIS, Maps, and VR/AR in Supporting Learning Effectiveness
    (2026-08-23)
    Nurkeyev Nurkeyev
    ;
    Nurbol Ussenov
    ;
    Borankulova Borankulova
    ;
    Tulegenov Tulegenov
    ;
    Issakov Issakov
    Visualization technologies have become increasingly important in geomorphology education because they enable learners to explore complex landforms, spatial relationships, and relief-forming processes through more interactive and practice-oriented learning experiences. This study examines the educational role of three-dimensional (3D) models, digital and traditional maps, geographic information systems (GIS), and virtual and augmented reality (VR/AR) in supporting the learning of geomorphological concepts. A quasi-experimental approach was used to compare visualization-enhanced instruction with traditional teaching methods among university students studying geography. The assessment combined pre- and post-instruction testing, questionnaires, observation of the learning process, and evaluation of practical and project-based activities, while teachers’ perceptions of visualization technologies were also considered. The experimental group, which used 3D models, GIS, and VR/AR tools, showed an increase in the average learning score from 62.4 to 84.7, corresponding to a 35.7% improvement. In comparison, the control group taught primarily through traditional methods improved from 61.8 to 70.2, representing a 13.6% increase. In addition, 87% of surveyed teachers positively evaluated the use of innovative visualization technologies. The findings suggest that visualization-enhanced instruction can support students’ understanding of geomorphological processes, spatial and critical thinking, engagement, and independent research skills. At the same time, successful implementation depends on adequate digital infrastructure, teacher preparation, and students’ digital competence. The study highlights the value of integrating visualization technologies with theoretical instruction and practical activities to support more interactive, analytical, and research-oriented geomorphology education.
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    A systematic review of the effectiveness of teaching geoecological issues to geography students using digital technologies
    (Frontiers Media, 2026-09-09)
    Ainur Murzinova
    ;
    Sagyngali Kalkashev
    ;
    Damezhan Sadykova
    ;
    Nurbol Ussenov
    ;
    Assan ZHELDIBAYEV
    The introduction of innovative pedagogical approaches to teaching geoenvironmental issues is considered one of the key directions of contemporary educational practice. Although digital technologies and active learning strategies are widely used, their effectiveness in the context of teaching geography students has not been systematically studied. This systematic review was conducted in accordance with the PRISMA 2020 guidelines: 64 relevant articles were selected, and from these, the most fully documented studies were taken for in-depth analysis. The novelty of the study lies in its comprehensive consideration of pedagogical approaches to digital technologies in geoenvironmental education, linking them to the requirements for the training of geography students. The results show that geospatial tools and immersive technologies are widely used, but that the outcomes are often limited to short-term affective indicators, indicates a lack of rigorous designs that isolate the technology's independent contribution, and that teacher preparation and institutional support remain a persistent barrier. The study proposes a conceptual model that integrates digital technologies, experiential learning, and interdisciplinary integration, and includes concrete recommendations for teachers and policymakers.