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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Тема: search.filters.subject.geography teachers

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    Тип записи:Публикация,
    Вестник ЗКУ
    (2026-04-24)
    Sakenova Aigerim
    ;
    Zhoya Kairat
    ;
    Tulegenov Yerdaulet
    Annotation.Artificial intelligence (AI) and computational thinking have opened up opportunities for transformation in the study of geography based on data and technology.However, most geography teachers do not yet have sufficient competence.This community service program aims to increase the proficiency of artificial intelligence and computational thinking among geography teachers through hands-on learning.The methods used include classical seminars and field trips, with materials: artificial intelligence workshop: introduction and practice of working with software based on geospatial examples, as well as direct field trips; training in computational thinking; and direct mentoring of teachers in the implementation of AI-based learning.The assessment was carried out using preliminary and final testing on indicators of artificial intelligence and computational thinking, as well as a public opinion poll.The results of Wilcoxon's analysis showed a significant increase in artificial intelligence scores (the average preliminary test score was 4.00 to 7.98) and computational thinking (from 3.57 to 7.73) with a p-value of <0.001.In addition, 90% of participants expressed willingness to implement AI-based approaches in the learning process.These results show that context-based and hands-on learning can effectively enhance teachers' competence.The Community Service Program recommends further mentoring, especially in technical aspects, to ensure the adoption and sustainability of innovations in geospatial and AI-based learning, as well as practical field work.
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    Тип записи:Публикация,
    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.
    Цитирования (OpenAlex) 1