Қазақ ұлттық қыздар педагогикалық университеті / Казахский национальный женский педагогический университет

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    PEDAGOGICAL APPROACHES TO LITERATURE: EXPLORING IDEOLOGICAL MOVEMENTS IN HIGHER EDUCATION THROUGH THE ALASH IDEA
    (2023-12-29)
    А. Шамшадинқызы
    This article delves into the intricate interplay between ideological movements and pedagogical approaches in higher education, specifically focusing on the Alash Idea's profound influence on literature instruction. Originating in early 20th-century Kazakhstan, the Alash Idea epitomizes a confluence of cultural resurgence, nationalism, and educational reform. This study aims to unravel the pedagogical implications stemming from the Alash Idea's impact on literature education, elucidating its enduring significance within higher education contexts. By scrutinizing historical narratives and contemporary educational paradigms, this research illuminates the Alash Idea's indelible mark on literature instruction methodologies. It investigates the movement's role in shaping curricula, instructional strategies, and the conceptualization of literary studies within academic settings. The analysis delineates the Alash Idea's legacy, providing insights into its continued resonance in modern pedagogical frameworks. Through a meticulous examination of historical perspectives and present-day educational landscapes, this study underscores the ongoing relevance and adaptability of the Alash Idea's pedagogical principles in contemporary literature instruction. This article positions the Alash Idea as a pivotal influencer in shaping teaching methodologies for literature within higher education, offering valuable insights for educators, scholars, and policymakers engaged in curriculum development and pedagogical innovation.
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    Мадина Омарова әңгімелерін ЖОО-да оқыту әдістемесі
    (Al-Farabi Kazakh National University, 2025-03-28)
    Nazerke Mubarak
    ;
    Lazzat Adilbekova
    Бұл мақала арқылы жоғары оқу орындарында кең қолданылып, етек алған дәстүрлі және заманауи оқыту әдістерінің бір жерге шоғырланып, өзіндік мақсатқа жеткендігін көреміз. Қазақ жазушыларының, оның ішінде, тәуелсіздік кезеңіндегі әйел жазушылар прозасы зерттелетін болады. Прозаны зерттей отырып, көркемдік ізденістері мен оқыту әдістемесіндегі оқытудың инновациялық әдіс-тәсілдерін қарастыратын боламыз. Яғни оқытудың инновациялық технологияларын қолдану мәселесі қозғалады. Қазіргі педагогика ғылымының әдіснамалық саласында әңгімелерді оқыту әдістемесіне үлес қосу көзделеді. Мақаланың мақсаты – бірқатар тәуелсіздік кезеңіндегі әйел жазушылар прозасының әдебиеттану ғылымына қосқан педагогикалық үлесі және шығармаларын жоғары оқу орнында оқытудың мәселелерін қарастыру. Мақаланың ғылыми маңыздылығы – әңгімелерді әдеби талдау түрлерін ғылыми тұрғыдан зерттеуді қамтамасыз етсе, тәжірибелік мәні – зерттеу жұмысының нәтижесін жоғары оқу орны студенттері, магистранттар мен докторанттар және әдебиеттанушылар, әңгіме жанрға қатысты зерттеулерінде пайдалана алады. Бұл тақырыпты ашу үшін келесі зерттеу әдістері қолданылды: теориялық, типологиялық көзқарас, тарихи-әдеби, педагогикалық және эксперименттік. Жазушы әңгімелерін жоғары оқу орын студенттеріне оқып талдауға жаңа технологияларды пайдалану ерекшелігі мен маңыздылығы қарастырылады. Мадина Омарова, Бибігүл Иманғазина, Айгүл Кемелбаева, Аягүл Мантай, Лира Қоныс, Роза Мұқанова сынды қазақ прозасына өзіндік таңба қалдырып, өзіндік ізін жалғаған қаламгерлеріміздің шығармаларын ЖОО-да оқытудың жаңаша әдістемесі қарастырылады. Талдау көркем шығарманың образдық жүйесін (басты кейіпкер, қалған кейіпкерлердің бас кейіпкердің мінезін түсінуге қалай көмектесетіні), басты мәселені анықтауға жүгінеді. Жазушының әңгімелерін зерделеу барысында студенттерді проблемалық, танымдық тапсырмалар тиімді ұсынылады. Мақаланың практикалық маңыздылығы зерттеу нәтижесінде жасалған ғылыми тұжырымдар әңгімелерді оқыту әдістеме саласының дамуы мен қалыптасуына, сондай-ақ ЖОО-да оқытудың әдістемесіне қатысты зерттеулерді толықтырып, тереңдетуге ықпал ететіндігінде. Мақалада келтірілген ғылыми тұжырымдар әңгіме шығарма жанрына қатысты, көпшілікке ұсына алатын әңгімелерді оқытуға негізделген, оқыту әдістемесінде өзіндік орын алатын маңызға ие. Зерттеу нәтижелері ЖОО-да оқытудың әдістемесі негізінде құнды дереккөз болмақ. Түйін сөздер: көркем әдебиет, көркем шығарма, әдеби талдау, ұлттық құндылықтар, әңгімелерді ЖОО-да оқыту әдістемесі, проблемалық оқыту, инновациялық әдіс-тәсілдер.
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    Theory and methodology in vocational education
    (2025-04-03)
    Nurziya B. Rakhmetova
    ;
    Saya Sakenova
    ;
    Mariya Derbissova
    ;
    Serik Kanapyanov
    ;
    K. Suleimenova
    Vocational schools focus on bridging the gap between theory and practice. The concepts of theory and practice are often discussed in debates about how to address them in the classroom, particularly as they pertain to vocational and technological learning. This research adds empirical evidence to the ongoing debate over vocational education philosophy and methodology. Starting from the heterogeneous phenomenology of the lived world, this study seeks to answer questions about the theoretical and practical experiences of supervisors, instructors, and students in vocational education concerning the teaching and learning process. Thematic analysis has been applied to the narratives of students, instructors, and supervisors gathered via qualitative interviews, with an emphasis on information pertaining to theory and practice. The findings point to both theoretical and practical experiences with a more interconnected perspective and a more typical dualistic one. A more nuanced and thorough comprehension of the concepts allows for their handling in a more integrated fashion.
    Цитирования (OpenAlex) 12
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    Formation of students' research interest through action learning
    (2025-04-25)
    Kamila Adilzhan
    ;
    Nuripa Kyrgyzbaikyzy Bekalay
    ;
    Makpal Khamitova
    ;
    Gulmira Tashkeyeva
    ;
    Kobenkulova Zhanar
    This study explores the idea of Action Learning as a teaching method based on doing. Where there is action, there is interest. This approach to the development of individuals does not focus on what people need to learn, but on solutions to real problems. Thus, "Action Learning" means learning from action or concrete experience, as well as taking action as a result of this learning. The study began by exploring university students' and teachers' perceptions of student interest in science in order to design an instructional strategy for stimulating student interest in learning and pursuing science. The study is experimental in nature and shows cross-sectional results in control and experimental groups of action learning, which allows us to prove the effectiveness of the theoretical assumptions made in the literature review. Data for this study included responses from 114 students to an online science survey and interviews with eight science teachers. Therefore, in the given work, effective methods were used and compared with a traditional method, that is, students were divided into several groups. Studies were conducted using traditional methods for control groups and effective action learning methods for experimental groups; consequently, the comparative results of control and experimental groups showed significant indicators.
    Цитирования (OpenAlex) 1
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    Pedagogical methods of formation of ecological and critical skills of future teachers of natural sciences using digital technologies
    (2025-06-23)
    Ozerke Amangeldi
    ;
    Kuralay Kenesbayeva
    ;
    Gulnar Maishinova
    ;
    Assel Bayatanova
    ;
    Б.К. Асылбекова
    The article discusses pedagogical methods for developing ecological and critical skills in future teachers of natural science disciplines, exploring ways to foster the development of these skills in future educators. Particular attention is given to approaches that promote the integration of ecological knowledge and critical thinking in the educational process using digital technologies and GIS. The study involved 76 studensts from two universities and 155 secondary school students. The pedagogical experiment was conducted in four stages: theoretical, practical, analytical, and final. Particular focus was given to using GIS technologies to develop students' spatial analysis skills and encourage research activity. The results showed that 85% of biology students and 79% of geography students achieved the learning objectives at the levels “excellent” and “good,” respectively. The effectiveness of the proposed methodology is confirmed by these results, and it can be recommended for use in training future teachers.
    Цитирования (OpenAlex) 1Цитирования (OpenCitations) 1
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    STEM-based teaching strategies for children with autism spectrum disorder
    (Modestum Limited, 2026-06-10)
    Butabayeva Laura Askarovna
    ;
    Абильдина Салтанат Куатовна
    ;
    Airegim A. Makhmetova
    ;
    Айдана Тайболатова
    ;
    B. Е. Kenges
    This review article examines effective science, technology, engineering, and mathematics (STEM) -based teaching strategies designed to support children with autism spectrum disorder (ASD) in educational settings. With the growing global emphasis on STEM education, it is essential to create inclusive learning environments that address the needs of neurodiverse learners. The article synthesizes findings from recent studies on how structured, visual, and technology-assisted instructional strategies enhance academic achievement, conceptual understanding, engagement, communication, and skills. 24 studies were included in the systematic review based on inclusion and exclusion criteria. The results show that demonstration-guided practice, independent practice, and technology-based interventions were most commonly used in the reviewed studies. Additionally, most studies were conducted in Western and European contexts. The research indicates that STEM interventions for learners with ASD are effective in improving academic skills and subject knowledge in challenging subjects such as science and mathematics. The findings also show that STEM programs enhance social skills, including joint attention, peer communication, and group participation, contributing to social and behavioral improvements. Overall, the evidence suggests that STEM teaching is beneficial and effective for students with ASD in learning STEM topics. Further studies are needed to explore the effectiveness of STEM teaching to students with ASD in developing and underdeveloped countries and middle and high school education.
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    THEORETICAL AND METHODOLOGICAL FOUNDATIONS FOR TEACHING ZAR ZAMAN POETRY IN SCHOOL LITERARY EDUCATION
    (Shakarim University, 2026-07-06)
    Zhanat Ametkhan
    ;
    Aigul Satbekova
    The use of zar zaman poetry in the school literary education system lays certain foundations for itsteaching. Therefore, the aim of this study was to identify and scientifically substantiate methodological approachesto studying works of that time by Dulat Babataiuly, Shortanbai Kanaiuly, and Murat Monkeuly. The methodologyemployed systemic, historical-literary, axiological, competency-based, and hermeneutic approaches. The studyutilized an analysis of scientific literature, an analysis of the contents of school textbooks (grades 5, 7, and 8), as wellas comparison and interpretation. The object of the study was zar zaman poetry in the content of school literaryeducation within the subject «Kazakh Literature», and the subject of the study was its theoretical and methodologicalfoundations of teaching.The study revealed the educational potential of zar zaman poetry and the values it embodies, as well as adynamic increase in the complexity of its study across grades and methodological continuity from the reproductive tothe analytical and interpretive-research levels. It was established that the axiological concepts of adamdyq, zaman, andzher/el form the basis of students' historical consciousness and national worldview. Their scientific significancesubstantiates the theoretical and provides methodological foundations of teaching zar zaman poetry. Their practicalsignificance suggests the use of the results in improving Kazakh literature teaching methods.
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    Scientific and methodological foundations for teaching physicochemical analysis methods in continuous chemical education: a scoping review
    (Frontiers Media, 2026-09-28)
    Altynkul Toibazarova
    ;
    Karima Arynova
    ;
    Nursulu Zhussupbekova
    ;
    E. A. Nazarov
    ;
    G. T. Balykbayeva
    Background Rapid technological advancement, digitalization of analytical instrumentation, and the growing demand for interdisciplinary competence have significantly transformed the role of analytical chemistry in science and industry. These changes necessitate a systematic reconsideration of how physicochemical analysis methods are taught within continuous chemical education. Objective This scoping review aimed to map and systematize the structural components of modern analytical chemistry education, identify dominant pedagogical approaches, and conceptualize their functional interrelationships within an integrated educational framework. Design/methods The study was conducted as a scoping review in accordance with PRISMA-ScR guidelines. A comprehensive search was performed in Scopus, Web of Science, ScienceDirect, ACS Publications, SpringerLink, and RSCI (eLIBRARY.ru), covering publications from 1975 (the earliest eligible record retrieved) to 2024. Eligible studies addressed pedagogical, curricular, or methodological aspects of teaching analytical chemistry or physicochemical analysis methods. Extracted data were analyzed using qualitative thematic synthesis and conceptual mapping to identify recurring educational components and trends. Results The analysis revealed a consistent shift from method-centered instruction toward competence-oriented and system-based educational models. The most frequently reported components included integration of theoretical principles with laboratory practice, problem-based and research-oriented learning, incorporation of digital tools and chemometrics, emphasis on metrology and data interpretation, and increasing attention to sustainability and green analytical chemistry. The evidence indicates a transition from isolated presentation of analytical techniques to structured training focused on analytical thinking, decision-making, and interpretation of complex data. Conclusions Modern analytical chemistry education is evolving toward an integrated, interdisciplinary, and competence-driven model that prioritizes conceptual understanding, information processing, and real-world problem solving. The structural framework identified in this review may support curriculum development, modernization of laboratory courses, and alignment of educational programs with contemporary scientific and industrial demands.