Eurasia Journal of Mathematics Science and Technology Education

ISSN

1305-8215

1305-8223

Издатель

Modestum Limited

Ключевые слова

Science Education and...

Mathematics Education...

Educational Methods a...

Teacher Education and...

Публикации в журнале

Показано: 1 - 6 из 6

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Bridging biotechnology and sustainability: An inquiry-based STEM activity using enzyme-assisted pectin extraction
(Modestum Limited, 2026-09-26)
BAKHYTZHAN TEMIRKHAN
;
Zhumagulova Kalampyr
;
Tolegen Dosmail
;
Assem Abiltayeva
;
Masimzhan T. Velyamov
The growing emphasis on integrated STEM education and education for sustainable development calls for authentic classroom experiences that connect biotechnology, quantitative reasoning, and real-world environmental issues. This study presents and examines an inquiry-based instructional activity in which students conducted enzyme-assisted pectin extraction from carrot pomace within a food waste valorization framework. Implemented in a regular classroom setting, the activity was designed to engage students in authentic scientific practices, including experimental design, data collection, quantitative analysis, and evidence-based interpretation. Student worksheets which included calculations, graphical outputs, and written reflections, were analyzed to evaluate procedural feasibility, STEM skill development, and conceptual understanding of enzyme function. Findings indicate that students were able to successfully perform the biotechnology procedure under typical classroom constraints while demonstrating meaningful engagement with data literacy, graphing, and experimental reasoning. Hands-on interaction with visible biochemical outcomes appeared to reduce the abstractness of enzyme concepts and support deeper understanding. Importantly, situating the activity within a sustainability context promoted environmental awareness and showed the value of waste-to-value thinking. The study contributes a practical and promising classroom model that bridges biotechnology instruction, integrated STEM practices, and sustainability education. Implications for classroom implementation and future research are discussed.
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A systematic review of artificial intelligence in high school STEM education research
(Modestum Limited, 2025-03-31)
Aigul I. Akhmetova
;
Damira Sovetkanova
;
Komekbayeva Lyazzat
;
Asan Abdrakhmanov
;
Daniyar Yessenuly
The use of artificial intelligence (AI) in STEM education is becoming increasingly important, as AI has the potential to change teaching and learning methods. However, no review studies focus on summarizing research on the use of AI in STEM education in high schools. For this reason, this study aims to systematically review research on the use of AI in STEM education in high schools. We considered research articles published in journals indexed in the Scopus database. The results show that participants ranged from 1 to 50 and researchers generally used a single-group experimental teaching method. In addition, our results showed that the researchers used a variety of AI technologies in the high school context. In addition, the results showed that many variables were used to promote students in STEM education through AI-based activities. Finally, almost all studies reported positive and significant effects on students’ cognitive or affective development. Overall, our findings from the review emphasize the importance of harnessing the potential of AI. More research is needed to assess learner outcomes and to conduct longitudinal studies with control or comparison groups to evaluate the long-term effects of AI interventions and establish causal relationships.
Цитирования (OpenAlex) 24Цитирования (OpenCitations) 11
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Assessment of artificial intelligence literacy of preschool administrators in Kazakhstan
(Modestum Limited, 2026-02-03)
Sandugash S. Komekova
;
Agima A. Makhanbetova
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Aigul I. Akhmetova
;
Gulbarshyn Sh. Yernazarova
;
Yücel Gelişli
This study aims to determine the current state of artificial intelligence (AI) literacy among preschool administrators in Kazakhstan and evaluate its implementation in science, technology, engineering, and mathematics (STEM) contexts. In this study, a correlational survey design within the scope of quantitative methods was employed. The sample consisted of 328 administrators working in different regions, who responded to online forms. Personal information form, AI literacy scale, and AI STEM leadership scale were used as data collection tools in the research. Data were collected during September and October 2025. Analysis was performed using independent samples t-test, ANOVA test, Mann Whitney U test and hierarchical regression. This study reveals that preschool administrators in Kazakhstan possess moderate-to-high awareness of AI technologies, yet significant variations exist in their competency levels. The findings demonstrate that practical usage and critical evaluation skills are the most critical factors for successful STEM integration. The pronounced effect of demographic variables such as gender, education level, and years of service on AI literacy emphasizes that technology adoption in educational leadership is a complex process requiring tailored intervention programs for different administrator groups. The widespread use of general-purpose tools like ChatGPT alongside limited adoption of education-specific technologies indicates that administrators are navigating the AI landscape independently without adequate institutional guidance and strategic frameworks. In this context, targeted professional development programs should be designed for groups with lower AI literacy levels, and systematic training on the introduction and use of education-specific AI tools should be organized. Furthermore, institutional strategic frameworks and guidance mechanisms for AI integration need to be established, and longitudinal research examining the relationship between administrators’ AI literacy and classroom-level STEM outcomes should be conducted.
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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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Assessing the pedagogical readiness of preschool teachers in integrating Kumon methodologies within early childhood STEM frameworks
(Modestum Limited, 2026-09-25)
Lyazzat Z. Bekbaul
;
Anar A. Alimbekova
;
Bulshekbayeva Assem
;
S.M. NURBEKOVA
Integrating the Kumon method into preschool settings requires teaching competencies existing self-efficacy instruments do not capture. This study developed and validated a nine-dimensional preschool teacher self-efficacy scale for Kumon-oriented instruction, spanning child development knowledge, individual assessment, scaffolding, self-directed learning, mastery-based teaching, motivation, family partnership, literacy and mathematics content knowledge, and STEM integration, administered to 204 preschool teachers in southern Kazakhstan. Confirmatory factor analysis supported each subscale (CFI = .953-.999), with high internal consistency across all dimensions (α = .959-.981). Neither Kumon nor STEM teaching experience differentiated self-efficacy scores. Teaching experience showed a non-linear pattern, with mid-career teachers scoring lower than novice and senior teachers; education level had no predictive value. Latent profile analysis identified three distinct profiles, high (41.2%), moderate (40.7%), and low competency (18.1%), with mid-career teachers overrepresented in the low-competency class. STEM integration was consistently the weakest dimension, with implications for professional development in early childhood instruction..
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Science learning for children with autism spectrum disorder: Systematic review
(Modestum Limited, 2025-08-30)
Zhanar A. Zhunussova
;
Galiya A. Abayeva
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Г. С. Оразаева
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Kabdyrova Ainur Askarbekovna
;
Anar Shokhambekova
This study aims to systematically review science education research for students with autism spectrum disorder (ASD). Within the scope of the research, studies published between 2015 and 2024 were reviewed. Scopus, ERIC, and Web of Science databases were used for the review. The thorough investigation comprised fifteen studies. Most of the papers examined made advantage of single-subject research designs (56.25%). 31.25% of the studies took place in special education environments most of which. Out of all the sciences, life sciences (43.2%) was the most often researched field. Instructional durations were generally short (62.5% were 20 minutes or less) and frequent repetitions were made. Complete success was achieved in 66.7% of the interventions implemented. Technology-supported interventions and systematic teaching approaches were found to be particularly effective. Effect size analyses showed that most of the interventions were highly effective. Limitations of the studies include the use of lack of follow-up studies. Comparative studies in different cultures and larger samples are recommended for future research. Individualized, systematic and technology-supported interventions are important for students with ASD to be successful in science education.
Цитирования (OpenAlex) 3Цитирования (OpenCitations) 2

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