Қазақ ұлттық қыздар педагогикалық университеті / Казахский национальный женский педагогический университет

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Formation of Students' Research Skills in Digital Transformation of Physics Teaching
(International University of Sarajevo, 2025-06-24)
N. Zh. Akhmetova
;
N.A. Sandibaeva
;
Guzel I. Garnaeva
Rapid changes in the composition of the student audience and the need to intensify practical classes force us to reconsider the usual approaches to teaching physics. This study examines the use of digital technologies, including the creation of a virtual laboratory, to enhance students' research skills without sacrificing face-to-face learning. The focus is on how digital tools can replicate hands-on learning and facilitate a more engaging and effective learning process. A mixed-method study was conducted at the Kazakh National Women's Pedagogical University and Kazan Federal University. It included experimental research and a cross-sectional survey to assess students' academic achievement using pre- and post-testing. The data collected were analyzed using ANOVA and other statistical methods. The introduction of virtual laboratories significantly improved student motivation and engagement in the learning process. This platform promoted the development of research skills, allowing students to actively study the material and perform simulation experiments. Teachers used accessible learning paths and tools to create individualized educational programs. At the same time, certain difficulties were identified related to technical aspects and ensuring proper user support. The use of digital technologies, in particular virtual laboratories, contributes to the growth of students' interest in physical culture and the improvement of their research skills. To achieve the best results, it is important to overcome technical difficulties and ensure proper training for both students and teachers. Important conditions for the successful implementation of digital tools in the educational process are the provision of comprehensive support and the organization of high-quality training.
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Features of the development of research competence in future special education teachers
(Frontiers Media, 2025-08-29)
Gulnur Yerzhanova
;
Akbota Autayeva
;
Bagdat Mazhinov
;
Mira Iralina
;
Sabira Nishanbayeva
Introduction Developing research competence is essential for future special education teachers to effectively analyze educational practices, conduct pedagogical research, and innovate teaching strategies for children with special educational needs. This study aimed to examine methods for enhancing research skills among students in special education programs at universities in Kazakhstan. Methods A quasi-experimental research was conducted at two Kazakh universities: Abai Kazakh National Pedagogical University (Almaty) and I. Zhansugurov Zhetysu University (Taldykorgan). The study involved 122 third-and fourth-year students specializing in special education, who were randomly divided into an experimental group (n = 62) and a control group (n = 60). The experimental group participated in an elective course titled “Research Competencies in Special Education” and activities organized by the “Young Scientists Club.” Data collection employed a combination of quantitative and qualitative methods, including pedagogical experiments, surveys, standardized tests, and expert assessments. Statistical analyses were conducted using SPSS software with Student’s t-test to assess differences between groups. Results The experimental group exhibited statistically significant improvements (p < 0.01) compared to the control group in their ability to identify research questions, select appropriate methodologies, analyze data, and apply scientific approaches to practical tasks. Post-intervention assessments indicated that research skills in the experimental group improved markedly (average scores increased from 57.41 to 82.37%). Additionally, students reported higher motivation and confidence in using research methods. Discussion The results confirm that integrating targeted educational interventions, combining theoretical coursework and practical research experiences, effectively enhances research competence in future special education teachers. The elective course and participation in the academic club created conditions conducive to active learning and independent research practice. These findings support broader adoption of structured research-based curricula within special education teacher training programs to cultivate critical thinking and evidence-based pedagogical skills.
Цитирования (OpenAlex) 2Цитирования (OpenCitations) 1
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EFFECTS OF DIGITAL PROGRAMS ON THE LEVEL OF FORMATION OF DIGITAL SKILLS OF THE STUDENTS
(Jambi University, 2025-10-12)
G.U. Baitasheva
;
Aitzhamal Mussina
;
Galiya Medeuova
;
Ayaulym Umbettulla
;
Karlygash Zhamanbayeva
Global changes in information, communication, professional, and other spheres of modern society necessitate several adjustments in educational practices. In preparing integrated tasks, students are taught to apply knowledge from various subjects to solve specific problems. One of the most important conditions for enhancing the effectiveness of the educational process is the development of students’ research and digital skills, which in turn fosters their creative and logical thinking abilities. This study employed a quasi-experimental research design. The sample consisted of 46 second-year chemistry-biology students (23 in each group) from the Kazakh National Women’s Teacher Training University during the second semester of the 2022-2023 academic year. The experimental and control groups were randomly selected. Key findings include a 7.7% improvement in digital skills among the experimental group compared to the control group (a high level of 48.3% in the experimental group, compared to 40.6% in the control group). The verification of integrated tasks indicates that digital skills involve understanding the purpose, conditions, and means of action. These skills are aimed at researching and clarifying specific processes, facts, and phenomena, while effectively utilizing knowledge and life experience. This research contributes novel insights by demonstrating how integrated tasks enhance digital competency within a chemistry-biology curriculum. The findings suggest that incorporating such methodologies into educational frameworks can bridge the gap between theoretical knowledge and practical application, ultimately improving students' readiness for the digital economy and research-oriented careers.
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Scientific and methodological foundations for integrating remote sensing (RS) data into school geography
(Frontiers Media, 2026-03-13)
Shakhislam Uzakbaevich Laiskhanov
;
Zhanbolat Nurmagambetuly
;
Kulyash Duisenbaevna KAIMULDINOVA
;
Duman Toktaruli ALIASKAROV
;
Erzhan Abikbaev
In the era of digital transformation, the application of remote sensing (RS) data in geography education and its effective integration into the teaching and learning process has become one of the pressing educational challenges, particularly in fostering students’ spatial thinking competencies. The purpose of the study is to identify the possibilities of incorporating RS data into school geography, to develop an effective teaching methodology based on its application, and to test it in practice. The research employed a review of international publications, surveys, correlation and comparative statistical analysis, modeling, analysis of regulatory documents, and pedagogical experimentation. The survey involved 124 geography teachers from different regions of Kazakhstan, while the experimental study included 52 eleventh-grade students from one secondary school selected through random sampling (26 students in the experimental group and 26 students in the control group). The survey results revealed that 62% of teachers use satellite imagery during lessons; however, 69% of them utilize RS data primarily for visualization purposes. The results of the pedagogical experiment demonstrated that the average academic achievement of students in the experimental group increased by 18.2%, whereas the improvement in the control group was 3.6%. Furthermore, the use of RS data positively influenced students’ geospatial thinking, research skills, and analytical abilities. The study further established that the structural-content model of RS-based teaching materials developed as a result of the research can contribute to improving existing methodologies. The proposed model is designed to modernize school geography curricula, enhance teachers’ methodological capacity, improve students’ learning outcomes, and promote geospatial literacy. The findings of the study demonstrate that the systematic integration of RS data into school geography education can serve as a scientific and methodological foundation for modernizing educational content, fostering students’ contemporary scientific and technological competencies, and improving the overall quality of geographic education.
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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.
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БІЛІМ БЕРУДЕГІ ХИМИЯНЫ ОҚЫТУДА STEM ТӘСІЛДЕРІН ИНТЕГРАЦИЯЛАУ
(2026-08-30)
Д. Молдаханова
;
М.А. Нурбекова
;
N.O. Myrzakhmetova
Білім берудің цифрлық трансформациясы, жаратылыстану бағытындағы ғылыми даярлық сапасына қойылатын талаптарды арттыру және білім алушыларда кешенді міндеттерді шешудің практикалық тәжірибелері мен дағдыларын дамыту қажеттілігі жағдайында STEM жүйесі арқылы білім беруді химия пәнін оқыту процесіне интеграциялау ерекше маңызға ие болып табылады. Қазіргі химиялық білім тек теориялық білімді игеруге ғана емес, сонымен қатар зерттеу құзыреттілігін, функционалдық сауаттылықты, сыни ойлауды, пәнді жан-жақты түсінуді және химиялық білімді нақты өмірлік жағдайларда қолдану қабілеттерін дамытуға бағытталуы қажет.Мақалада Қазақстан Республикасында химияны оқыту жүйесіне STEM-білім беруді интеграциялаудың теориялық және практикалық аспектілері талданды. Авторлар ғылым, технология, инженерия және математика салаларының өзара байланысына негізделген педагогикалық заманауи модель ретінде STEM тәсілінің мәнін ашты. STEM тәсілін қолдану оқытудың практикалық бағытын күшейтуге, химияның пәндік практикаға негіздеуге және оның экология, биология, физика, цифрлық технологиялар және инженерлік бағыттағы шешімдермен байланысын қамтамасыз етуге мүмкіндік беретіні көрсетілген.Авторлар STEM-білім беру, жобалық оқыту, зертханалық (лабораториялық) зерттеу қызметтері, пәнаралық интеграция және цифрлық білім беру ресурстарын пайдалану мәселелері бойынша ғылыми әдебиеттерге талдау жүргізді. Талдау негізінде химияны оқытуда STEM тәсілін тиімді енгізудің негізгі факторларын анықтады. Зерттеуде STEM жүйесіне бағдарланған сабақтың педагогикалық әсерін бағалауға мүмкіндік беретін аналитикалық көрсеткіштері ұсынылды. Сонымен қатар авторлар Қазақстан үшін STEM тәсілі сабақтың қосымша элементі ретінде емес, химия пәні бойынша білім беру сапасын арттыруға, цифрлық жүйемен байланыстыруға және білім алушылардың зерттеу құзыреттілігін дамытуға бағытталған оқу процесін ұйымдастырудың заманауи моделі ретінде қарастыру қажет екендігін негіздеді.
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Судың химиялық ластану көздерін анықтау негізінде білім алушылардың зерттеушілік құзыреттілігін қалыптастыру
(2026-09-30)
Zhanar Myrzabayeva
;
Ж.Ш. РАХИМБЕРДИЕВА
;
G.U. Baitasheva
Мақалада білім алушылардың зерттеушілік құзыреттілігін қалыптастыруда судың химиялық ластану көздерін анықтаудың маңызы қарастырылады. Аталған бағыт лабораториялық практикумдар мен экскурсиялар барысында жүзеге асырылатын тиімді әдістер арқылы сипатталады. Жоғары білім беру жүйесін реформалау жағдайында негізгі мақсат – мобильді білім беру негізінде болашақ мамандардың кәсіби қызметін өз бетінше ұйымдастыра алатын тұлға ретінде қалыптасуын қамтамасыз ету. Авторлар оқу процесінде студенттердің зерттеушілік құзыреттілігін жүйелі түрде дамытпай, бұл мақсатқа жету мүмкін еместігін атап өтеді. Осыған орай, жоғары оқу орындарының басты міндеті тек білім беру ғана емес, сонымен қатар білім алушылардың ақпаратты өз бетінше меңгеру, оны талдау, өңдеу және стандартты емес шешімдер қабылдау қабілеттерін дамыту болып отыр. Мақалада зерттеушілік құзыреттіліктің құрылымдық компоненттері – мотивациялық, коммуникативтік, рефлексиялық және тұлғалық қырлары жан-жақты сипатталады. Сонымен қатар, судың химиялық ластану көздерін анықтау негізінде білім алушылардың зерттеушілік құзыреттілігін дамытуға бағытталған эксперименттік жұмыстың нәтижелері ұсынылған. Зерттеу барысында судың ластануының негізгі үш түрі – биологиялық, химиялық және физикалық ластану – сипатталып, олардың негізгі көздері анықталған. Сондай-ақ білім алушылардың ақпарат жинау, бақылау жүргізу, зерттеу нәтижелерін талдау, ғылыми болжам жасау, қорытынды шығару және практикалық шешім ұсыну дағдылары бағаланды.
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Development of research competencies in geomorphology education through the integration of digital technologies and modeling
(L. N. Gumilyov Eurasian National University, 2026-10-01)
Y. Nurkeyev
;
Yerdaulet Askarbekovich Tulegenov
In the context of the current digitalisation of education and the growing importance of research, special attention is being paid to developing students' competencies through interdisciplinary approaches. This article examines the integration of geomorphology with physics and modern digital technologies as an effective tool for developing research skills. The combination of physical models and digital tools is noted to enable learners not only to gain a deeper understanding of landform formation processes but also to develop critical thinking, the ability to work with large volumes of data, it is noted that this allows students not only to gain a deeper understanding of landform development processes but also to apply modern analytical methods to solve practical and educational problems. The potential of physical models to represent all phenomena affecting landform development processes, such as erosion, tectonic movements, and hydrological phenomena, is analysed, allowing students to visually understand the dynamics of natural processes. The application of digital technologies—Geographic Information Systems (GIS), digital mapping, terrain simulators, and Big Data analysis—for collecting, processing, visualising, and modelling geomorphological data is examined. This integrated approach develops students' systems thinking skills, their ability to interpret and analyse the results of experiments and numerical models, as well as their research capabilities. A methodology for developing research competence is proposed, including setting problem-based tasks, conducting physical experiments, digitally analysing data, and interpreting results in a project format. The methodology involves a step-by-step approach to mastering skills, from observing and describing natural processes, through to building models, collecting data, analysing it using digital tools, and presenting the results visually. This approach enables learners to formulate hypotheses independently, establish causal relationships, identify patterns, and test them in practice. The combination of practical and digital methods has been shown to foster the development of learners' analytical thinking, independent research skills, critical analysis of information, and communication skills when working in groups. Furthermore, the application of an interdisciplinary approach enhances enthusiasm for studying geomorphology, fosters a sustained interest in scientific research, and develops students' digital literacy, which is crucial for the modern scientific and professional context. This interdisciplinary approach not only deepens learners' understanding of natural processes but also develops practical and digital skills that are essential for modern scientific and professional work. It develops systems and critical thinking, the ability to work with large datasets, to build and analyse models, as well as the use of modern digital visualisation and modelling tools. As a result, learners acquire skills applicable to both research and professional practice, making the educational process practical and relevant in the context of a digital economy and rapidly changing technologies.

Қазақ ұлттық қыздар педагогикалық университеті / Казахский национальный женский педагогический университет

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