Journal of Curriculum Studies Research

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2690-2788

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Teacher Education and...

Educational Theory an...

Educator Training and...

Mathematics 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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Technology Integration in Geometry Instruction: SEM Analysis of Pre-Service Mathematics Teachers’ Perspectives and Experiences
(2025-11-06)
Gulina Orazali
;
Nurbapa Mekebayev
;
Gulnara Issayeva
;
Sara D Sony
;
Selim Güvercin
This study aims to examine pre-service mathematics teachers’ perceptions, experiences, and challenges related to using digital tools in geometry education. A total of 229 pre-service teachers participated, most of whom were female (69.2%), under 20 years old (81.7%), and enrolled in bachelor’s-level mathematics education programs (91.7%). Structural Equation Modeling (SEM) was used to examine relationships among factors affecting the effectiveness and pedagogical integration of digital tools in teaching geometry. Results showed significant positive relationships between engagement and motivation, usability and accessibility, and future training and support needs with both learning and teaching effectiveness, as well as pedagogical integration strategies. Surprisingly, reported challenges and barriers did not significantly impact these outcomes, suggesting greater technological proficiency among newer generations or improved usability of digital tools. These findings highlight the importance of motivation, accessible technology, and targeted professional development in supporting effective integration of digital tools into geometry instruction. Implications for teacher education programs and recommendations for future research are discussed.
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Analysis of the Relationships Between University Students' Laboratory Self-Efficacy Beliefs, Science Process Skills and Achievement in Chemistry Courses
(2024-08-04)
A.K. Sailaubay
;
Nurbala Myrzakhmetova
;
Mehmet Tunçel
;
K. O. Kishibayev
It is a widely accepted view among educators that chemistry education should include objectives to develop scientific thinking, laboratory competences and science process skills in addition to chemistry. The aim of this study is to investigate the relationships between laboratory self-efficacy beliefs and science process skills of chemistry department students and their chemical technology course achievement. The study was conducted in the autumn term of the 2023-2024 academic year in the chemistry departments of three universities in Kazakhstan. The study, which was conducted with relational survey model on the basis of quantitative research paradigm, included 198 students studying in chemistry departments. The data of the study were collected with 'Laboratory self-efficacy beliefs scale' and 'Science process skills scale'. The participants' laboratory self-efficacy beliefs were above moderate, and their science process skills were at a moderate level, according to the study's conclusions. Chemistry department students' laboratory self-efficacy and science process skills did not differ by gender. Correlation analyses revealed significant and positive relationships between students' achievement in chemical technology course and their laboratory self-efficacy beliefs and science process skills in the chemistry department. Regression analyses revealed that the participant students' science process skills, in particular, significantly predicted their performance in the chemical technology course.
Цитирования (OpenAlex) 2
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Practices of Play Adaptation of Children with Special Educational Needs in Preschool Organizations in Kazakhstan: Results of a Qualitative Study
(2026-07-14)
Kerimbayeva Rysty Kaldyhanovna
;
Ю.Б. Иминова
;
Aigul Syzdykbayeva
;
M.P. Ospanbayeva
;
Aigul Makhanova
This study examines game-based adaptation practices for children with special educational needs in preschool organizations in Kazakhstan, focusing on organizational conditions, teachers' professional readiness, and play-based methods employed, from the perspectives of administrators, preschool teachers, and specialized professionals. A qualitative study was conducted in the second half of 2025 across three preschool organizations in Taraz, Kazakhstan, differing by institution type (public/private) and level of resource provision. The following methods were employed: (1) interviews with administrators, (2) focus groups with preschool teachers and specialized professionals, and (3) a research diary. Purposive sampling included 29 participants: 3 administrators, 20 preschool teachers, and 6 specialized professionals. Data were analyzed using thematic analysis. Significant differences in inclusive education implementation practices were identified across organizations, attributed to staffing resources, material and technical infrastructure, and availability of specialized professionals. Teachers demonstrated high motivation to work with children with special educational needs; however, they reported a shortage of methodological materials, limited specialized training, and unequal access to specialist support. The central role of play activities — cognitive games, physical games, and pretend play — was established as a tool for adaptation and social integration between children with special educational needs and their peers. The findings highlight the need to strengthen teachers' professional development in inclusive education, develop methodological guidelines for game-based adaptation, and ensure equitable conditions for implementing inclusive education across preschool organizations of varying types.
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Media Literacy in Kazakhstan: Educators' Perspectives and Policy Implementation
(2025-03-02)
Aigul Yeleussiz
;
Gulmira Qanay
This study aims to examine media literacy in schools in Kazakhstan from the perspectives of schoolteachers and principals with a focus on diverse school settings. Conducted during the 2023-2024 academic year, the research involved three secondary schools located in rural, city, and regional levels in the southern part of Kazakhstan. The qualitative research utilised (1) focus groups with teachers, (2) interviews with principals, and (3) a research journal. Purposeful sampling included schools from regional, urban, and rural areas, with 34 participants comprising 31 English as a Foreign Language teachers (hereinafter, EFL) and 3 senior school leaders (hereinafter, SLT). The study's findings reveal disparities in media literacy education, including a lack of clear regulations and ethical guidelines concerning media literacy and media usage in classrooms, as well as the lack of resources and capacity. The results highlight the need to integrate media literacy across all grades and subjects in schools in Kazakhstan. This integration requires support through clear policies, equitable access to Information and Communication Technologies (hereinafter, ICT) tools, teacher professional development, and well-defined national policies. Such measures are essential for preparing students to navigate the media landscape effectively.
Цитирования (OpenAlex) 5

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