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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2022 - 20262

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Язык: АнглийскийТема: search.filters.subject.cognitive difficulties

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    Тип записи:Публикация,
    Interactive educational technologies as a factor in the development of the subjectivity of university students
    (Science Park Research Organization and Counselling LTD, 2022-05-31)
    Kariуev Adlet
    ;
    Sultanova Zhanagul
    ;
    Yeraliyeva Tolkin
    ;
    Fadeyeva Olga
    ;
    Nazymgul S. Assenova
    The purpose of this research; To evaluate the use of interactive educational technologies as a factor in the development of university students' characteristics with student views. The study group of the research included 25 students studying at various universities in Almaty, Kazakhstan, in the 2021-2022 academic year. This research was designed in accordance with the phenomenological method, one of the qualitative research methods. Research data were collected through a semi-structured interview form created by the researchers. As a result of the research, it has been revealed that university students tend to use interactive educational technologies. Students, the positive effects of interactive educational technologies on improving student characteristics; positive effects in terms of learning skills, technology skills, cognitive skills, self-skills and social skills. In addition, university students stated unwillingness to learn, technology addiction and cognitive difficulties as the negative effects of interactive educational technologies on student characteristics. In universities, activities should be carried out to improve the level of students' use of interactive educational technologies. Keywords; Interactive educational technology, student characteristics, student opinions.
    Цитирования (OpenAlex) 9Цитирования (OpenCitations) 6
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    Quantitative analysis of students' errors in the interpretation of hydronyms: linguocognitive difficulties in learning the hydronymic system of Western Kazakhstan
    (Frontiers Media, 2026-04-28)
    Akmaral Dautkulova
    ;
    Gulmira B. Madiyeva
    ;
    Maxot Rakhmetov
    ;
    Yussup Parkhat
    This study presents a quantitative analysis of errors in the perception and interpretation of hydronyms by university students in Western Kazakhstan. The aim of the study is to identify the types of errors that occur when students interpret hydronymic units and to reveal the cognitive difficulties underlying these errors. The study involved 120 university students who had previously completed courses in linguistics, cognitive onomastics, and regional geography. The main attention is paid to the analysis of errors in the perception of hydronyms in four analytical aspects: similarity of hydronyms, contextual perception of hydronyms, perceptual errors, and incorrect associative interpretations of hydronyms. Errors are classified into three types: inattentive errors, cognitive errors, and interpretative errors. The results showed that most of the errors are related to cognitive difficulties in interpreting the meanings of hydronyms and perceiving them in context. Problems also arise due to the inattention of students, which leads to errors in the analysis of similar hydronyms and their combinations. The greatest number of errors is observed in the perception of hydronyms with different origins, historical context and cultural significance. It is important that students have a clear understanding of both procedural and conceptual knowledge in order to successfully interpret hydronyms and use them correctly in context. Recommendations for teachers include the need to focus on the accuracy of the perception and interpretation of hydronyms, as well as on the prevention of errors that may disrupt the correct understanding of the cultural and historical significance of hydronyms in the educational process. The findings contribute to a deeper understanding of how students cognitively process hydronymic information and provide pedagogical insights for improving onomastic education in higher education.
    Цитирования (OpenAlex) 1