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Suleyman Demirel University bulletin: pedagogy and teaching methods.
ISSN
2709-264X
Издатель
Suleyman Demirel University
7 результаты
Показано: 1 - 7 из 7
- Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Қазақстандағы орта мектептерде саралап оқытуды жүзеге асыру: ағылшын тілі мұғалімдерінің көзқарасы мен тәжірибесіThis article provides a comprehensive analysis of the implementation of differentiated instruction in secondary schools in Kazakhstan. Differentiated instruction is a pedagogical approach aimed at organizing the learning process in accordance with students’ levels of preparedness, learning pace, interests, and individual characteristics. Currently, the concept of differentiated instruction is closely linked to the learner-centered education paradigm and continues to develop within this framework. Differentiated instruction facilitates the adaptation of educational content to learners’ abilities, interests, and individual needs. The article discusses the theoretical foundations of differentiated instruction as well as practical mechanisms for its integration into the educational process. The purpose of the study is to explore the perceptions, understanding, and self-reported practices of English language teachers working in inclusive secondary school classrooms in Kazakhstan with regard to differentiated instruction. The study is based on a quantitative survey method involving 46 English language teachers. The data were analyzed using descriptive statistics. The findings indicate that teachers highly value the importance of differentiated instruction in inclusive education; however, they report insufficient confidence and professional preparation to implement it systematically in practice. In addition, limited time, large class sizes, and a lack of methodological resources were identified as major barriers to the application of differentiated instruction. The results further demonstrate that teachers recognize the high pedagogical potential of differentiated instruction in inclusive education. Nevertheless, the findings reveal that the systematic implementation of differentiated instruction in practice is directly related to teachers’ professional training, the availability of adequate methodological support, and their level of confidence in using digital tools. The conclusions of the article emphasize the importance of the systematic use of differentiated instruction in pedagogical practice. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Тәуелсіздік кезеңіндегі қазақ прозасын өмірмен байланыстыра оқыту (Шерхан Мұртазаның «Тәуекел тойы» әңгімесі негізінде)This article examines methods and approaches to teaching Kazakh prose of the independence period through connection with real-life experience, based on Sh. Murtaza’s short story “Tauyekel toyi.” Since Kazakhstan gained independence, Kazakh literature has been enriched with a number of new works. Today, authors of the independence period are widely included in the school curriculum. In this regard, fostering students’ interest in literary prose and developing their skills in understanding and analyzing texts are among the key educational tasks. The study proposes effective teaching methods aimed at developing students’ ability to make independent decisions and adapt to real-life situations through the study of Kazakh prose of the independence period. Effective analysis of literary texts enhances students’ critical thinking skills and increases their interest in reading prose works. The article addresses the formation of students’ skills in analyzing literary content based on personal interpretation, increasing their engagement with literature, and developing independent decision-making skills. It is also demonstrated that effective teaching of literary prose contributes not only to students’ linguistic competence but also to the formation of moral values and life perspectives. The study analyzes the works of both domestic and international scholars. The results are aimed at improving the teaching of Kazakh prose of the independence period and enhancing students’ ability to deeply understand literary works and relate them to real-life experience, which is supported by empirical research. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Differentiated educational content for inclusive English language classrooms in Kazakhstan: A scoping review(Suleyman Demirel University, 2026-09-30); ; - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Evaluation of an interdisciplinary Project-based STEM model in biotechnology education(Suleyman Demirel University, 2026-09-30); ; ; The integration of STEM education into biotechnology is essential for developing research competence, interdisciplinary thinking, and practical problem-solving skills in future biology teachers. However, the implementation of interdisciplinary STEM models supported by experimental research and artificial intelligence remains limited in biotechnology education. This study aimed to develop and evaluate an interdisciplinary STEM project integrating biotechnology, ecology, chemistry, engineering, mathematics, and artificial intelligence within biology teacher education. A mixed-methods approach combining laboratory experimentation, project-based learning, questionnaires, interviews, and statistical analysis was employed. The STEM project was based on investigating the effects of copper, zinc, and cadmium on the growth of Phaseolus vulgaris, while students applied artificial intelligence tools, including ChatGPT, Claude AI, Python, and OneCompiler, for data processing, visualization, and scientific interpretation. Educational outcomes showed that 83.3% of participants reported mastering the stages of experimental planning, data collection, and data analysis, while 91.7% reported increased interest in biotechnology after completing the project. Participants also reported improved research competence, interdisciplinary understanding, and confidence in applying scientific methods to environmental problems.The scientific novelty of this study lies in the development of an interdisciplinary STEM model that integrates experimental biotechnology, project-based learning, and artificial intelligence into a unified educational framework. The proposed model contributes to strengthening research-oriented biotechnology education and provides a practical approach for preparing future biology teachers capable of addressing interdisciplinary scientific challenges. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, ОҚУШЫЛАРҒА СЫЗЫҚТЫҚ ТЕҢДЕУЛЕР ЖҮЙЕСІН КОМПЬЮТЕРЛІК БАҒДАРЛАМАЛАРДЫ ҚОЛДАНЫП ОҚЫТУ ӘДІСТЕРІThis article shows the effectiveness of teaching mathematics using Hi-tech and through application GeoGebra, which are of particular importance for the future development of e-learning of maths. GeoGebra is an interactive application for geometry, algebra, statistics and calculus, a special software environment that allows you to learn and teach mathematics and natural science from elementary school to university. It can be used for mathematical experiments and innovations both in the classroom and at home for active and problem- oriented learning. In this article, we show a sketch of the using of the above- mentioned software for creating, solving and illustrating mathematical problems, drawing plots and graphs. An algorithm for solving a system of linear equations with two variables using the GeoGebra environment is also described. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Engineering students’ perceptions of mobile-assisted language learning for English terminological competence in KazakhstanThis study investigates engineering students’ perceptions of the contribution of Mobile-Assisted Language Learning (MALL) tools to English terminological competence in Kazakhstan. The findings are interpreted through the Technology Acceptance Model (TAM), Self-Regulated Learning (SRL) Theory, and Mobile Learning Theory as theoretical frameworks. A quantitative survey design with supplementary open-ended responses was employed. The final analytic sample comprised 132 adult first- and second-year engineering students studying at higher education institutions in Kazakhstan after all responses from participants younger than 18 were excluded. Quantitative data were analysed using descriptive statistics, while qualitative responses were examined through thematic analysis. The findings indicate that students generally perceive MALL tools as beneficial for learning technical English terminology. Nearly half of the respondents reported daily use of mobile learning applications, with ChatGPT, Quizlet, Grammarly, and Google Classroom among the most frequently used tools. Students reported perceived benefits for understanding technical definitions, using engineering terminology accurately, and supporting academic writing. However, several challenges were identified, including the linguistic complexity of AI-generated explanations, limited access to digital resources, and insufficient pedagogical guidance. Students also described planning and monitoring behaviours consistent with aspects of self-regulated learning, whereas evidence of reflective evaluation was less consistent. The study highlights the importance of integrating mobile learning tools into English for Specific Purposes (ESP) curricula and providing students with structured AI literacy training. As the study relies on self-report data and descriptive analysis, its findings concern perceived contribution rather than objectively measured development of terminological competence. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, 8-сыныпта зар заман поэзиясын оқытуда генеративті ЖИ қолдану: пилоттық экспериментThe article examines the possibilities and risks of using generative artificial intelligence (ChatGPT GPT-4o) in teaching one of the most complex sections of the Kazakh literature school curriculum – "Zar Zaman" poetry (Shortanbai Kanaiuly, Dulat Babataiuly, Murat Monkeuly) to 8th-grade students. The aim of the study is to empirically evaluate the didactic effectiveness and potential threats of using AI in national literature lessons. A pilot study with a quasi-experimental design was conducted in a secondary school in Almaty over 6 weeks (12 lessons). In the experimental group (n=27), traditional teaching was supplemented with ChatGPT elements, while the control group (n=25) was taught using only the traditional methodology. The students' learning quality was assessed using an author-designed 10-point rubric covering 6 criteria. Statistical analysis was performed using the Mann-Whitney U test. Results revealed a statistically significant improvement in the experimental group for the skills of "understanding the historical context" (+39%) and "comparative analysis" (+48%) (p 0.05), which is consistent with the issue of "academic dependency" discussed in international science. Furthermore, the study identified cases of AI hallucinations (confabulation) due to a lack of understanding of national-historical and cultural codes. In conclusion, generative AI can be an effective supplementary tool, but it requires strict teacher moderation and mandatory fact-checking by students. To reduce AI dependency, the article proposes specific prompt templates and the "own opinion first – then AI" strategy.