Pedagogy and Psychology

DEVELOPMENT OF STUDENTS' SELF-LEARNING AND SELF-ASSESSMENT SKILLS USING CHECKLISTS IN BIOLOGY CLASSES

Yerbol Kainarbaev, I. KEMEZA, A. ISKENDIR, A. BAIKENZHEYEVA — Thu, 09 Jan 2025 00:00:00 +0600

The relevance of this research stems from the growing need to develop adaptable learners who can
quickly respond to the changing demands of the modern educational environment. However, current scientific
literature offers a limited focus on fostering student independence across various subjects, including biology.
This gap drives the search for innovative approaches to teaching academic disciplines. This study aimed
to assess the effectiveness of using checklists to enhance independent learning skills in biology lessons.
Descriptive statistics and one-way analysis of variance (ANOVA) were applied to analyze the data. During the
formative experiment, the first experimental group, which used both checklists and defined success criteria for
the «Fundamentals of Cytology» unit, demonstrated the highest levels of self-directed learning, significantly
outperforming the control group. ANOVA confirmed that the differences in academic achievement across the
three experimental groups and one control group were statistically significant at a high level of confidence.
Overall, the experiment confirms the pedagogical value of checklists in promoting independent learning
and self-assessment in biology. The practical significance of this research lies in the successful testing and
implementation of checklists and success criteria in a modern school setting, offering a potential strategy for
enhancing biology education.

THE CONCEPT OF DESIGNING A «SMART CLASSROOM» OF AN EDUCATIONAL INSTITUTION

Thu, 09 Jan 2025 00:00:00 +0600

The creation of a smart classroom is one of the priorities of the digital transformation of higher education,
which allows for an increase in the efficiency of the educational process creates comfortable conditions for
learning using the latest technologies, and is carried out in several stages. Concept development is one of
the first and most important steps in creating a smart classroom. It defines the main directions and goals of
creation, the structure and content components of a smart classroom, and the requirements for its functionality to create the most efficient and convenient space. The purpose of this study was to develop a concept for designing a smart classroom for the training of future informatics teachers and ICT specialists for education, the further implementation of which will not only optimize resource management but also create more effective, comfortable, and modern conditions for learning. The research methodology included analysing literature on the creation and implementation of smart classrooms in the educational process, as well as surveying its potential users to determine the functionality requirements. Based on the analysis of literature and the survey results among informatics students and future ICT education specialists, the functionality for the «smart classroom» was constructed, and its key structural components for implementation were identified and substantiated. The developed concept defines the technological basis for creating a functional smart classroom that meets modern requirements.

GRAMMARLY'S INFLUENCE ON ACADEMIC WRITING CONFIDENCE IN HIGH SCHOOL STUDENTS: A QUASI-EXPERIMENTAL STUDY

G. TEMIRGALIYEVA, A. ISKAKBAYEVA, Gaukhar Yersultanova — Thu, 09 Jan 2025 00:00:00 +0600

This quasi-experimental study investigates the impact of Grammarly, an AI-powered writing assistant, on
the confidence and self-efficacy of high school students in academic writing. Conducted with 48 students from
a school of Physics and Mathematics, the research employed a non-randomized design with two groups: an
Experimental Group using Grammarly Premium and a Control Group that did not receive technological support. Results indicated that Grammarly significantly reduced writing errors in the EG, compared to a lesser reduction in the CG. Additionally, the EG reported notable improvements in writing confidence and self-efficacy, with increases observed on validated scales. These findings suggest that Grammarly can substantially enhance both the quality of academic writing and students’ self-perceptions as writers. The study highlights the potential of integrating digital tools in educational settings to foster better learning outcomes. Limitations include the study’s short duration and non-randomized group assignment, pointing to the need for further research to explore long term effects and broader educational impacts.

THE PECULIARITY OF NEURO-DIDACTIC CONTENT AIMED AT DEVELOPING THE INTELLIGENCE OF PRIMARY SCHOOL STUDENTS

A. STAMBEKOVA, Жәзира Жұмабаева, S. NURZHANOVA — Thu, 09 Jan 2025 00:00:00 +0600

The article describes the specifics of neurodidactic content aimed at developing the intelligence of primary school students. The theoretical foundations of neurodidactics, including the concepts of neuroplasticity and cognitive development, are considered. The neuro-didactic content aimed at developing the intelligence of younger schoolchildren is analyzed. The meaning of the concept of neuro-didactic content is revealed, its definition is given, and its effectiveness and capabilities are revealed.

A survey was conducted to determine the knowledge of primary school teachers about neurophysiological features, the development of the intelligence of primary school students, neurodidactic content, to determine what work they do in the development of the intelligence of their students, and to clarify the content of neurodidactic content and determine the possibility of neurodidactic content in the development of students ' intelligence. The results were verified using a coefficient scale and displayed in the form of a diagram and a table. According to the results of the survey, the educational level of primary school teachers in the field of intelligence development with the help of neurodidactic content was determined, as well as the content of neurodidactic content for the development of intelligence of younger schoolchildren was determined.

DIGITAL RESOURCES AS A MEANS OF TEACHING ENVIRONMENTAL MANAGEMENT IN GEOGRAPHY LESSONS

Thu, 09 Jan 2025 00:00:00 +0600

Some of the outcomes of environmental management activities, while intended to address global issues,
have contributed to new environmental challenges. This is particularly concerning for future generations.
To address these problems, scientists have emphasized the importance of promoting environmental literacy.
However, even before focusing on environmental literacy, it is crucial to foster responsible and sustainable use of natural resources, which are essential to daily life. Passing down this awareness through generations could
help prevent future global environmental crises. Therefore, integrating geographical education into strategies for addressing humanity’s challenges is essential. In the study, based on domestic and foreign works, the concepts of teaching environmental management, in particular, information about water sources through digital resources, were analyzed. In addition, in the course of the study of attempts to analyze approaches to teaching the topic «Types of Nature management», research was carried out on tasks in textbooks. The study used descriptive and comparison methods. It is proposed to implement a digital platform in the learning process to enhance the mastery and reinforcement of new lessons, a step that has become increasingly relevant. This platform will incorporate additional tasks and innovative approaches. The study analyzed the platform’s capabilities, including how it facilitates information delivery across subjects, and examined its effectiveness, along with potential barriers to its application. Various studies on teaching approaches in environmental management were also reviewed and compared. The findings can contribute to improving methods and practices in geographic education.

THE THE PSYCHO-PEDAGOGICAL ASPECTS OF TEACHING OF RHETORIC IN GRADES 8-9 OF A SECONDARY SCHOOL

Gulyamovich, Pazylkhankyzy, Zhylqybaiqyzy — Thu, 09 Jan 2025 00:00:00 +0600

This research investigates the psycho-pedagogical aspects of teaching the art of rhetoric to adolescents in
grades 8-9, focusing on students aged 13-16. Recognizing the unique developmental characteristics of this age
group, the study aims to identify key criteria informed by psychological principles that can enhance instructional
practices. Specifically, the research seeks to understand how factors such as the desire for independence, increased
peer interactions, and the quest for identity influence the effectiveness of rhetoric education. By developing
a comprehensive framework based on these characteristics, the study emphasizes the importance of adapting teaching methods to align with the cognitive and social needs of adolescents. To gather insights, a survey was administered to 54 students, equally divided between grades 8 and 9, using eight carefully crafted questions that reflect the identified criteria. The results will be analysed to determine the extent to which students’ responses align with the proposed socio-psychological characteristics. This analysis aims to shed light on the significance of rhetoric education in promoting critical thinking, self-expression, and interpersonal skills among adolescents. Ultimately, the findings are expected to inform the development of elective courses that not only foster rhetorical abilities but also support students’ overall personal and social growth, creating a more engaging and relevant educational experience.

PECULIARITIES OF STATION ROTATION MODEL APPLICATION IN ONLINE LEARNING

Ziyoda Khalmatova, E. BARIN — Thu, 09 Jan 2025 00:00:00 +0600

This study investigates the effectiveness of the blended learning model (online instruction station rotation
model) that was implemented for Turkish as a foreign language A2 level students. The research took a mixed
method approach, combining qualitative insights by ratio metrics in a quantitative manner. The data were gathered
from a sample (n=16) of students who were listening and reading in the online instruction station rotation model.
This research program was statistical, and it looked at students’ performances. Results showed that students
performed better on true/false and matching tasks than fill-in-the-gap exercises. The research also found that
spelling mistakes in dictation tasks occurred at a more frequent rate and indicated that students tended to code
switch at the time of production, often reverting to their native language. The findings here provide important
evidence of the characteristics of the challenges that learners face in this mode of instructional delivery. The
study found that the students showed significant gains at stations for online instruction, in particular, when they
worked on their own.

PEDAGOGICAL ASPECTS OF IMPLEMENTING GAMIFICATION IN SECONDARY EDUCATION

Адлет Кариев, M.K. JANDILDINOV, G.T. YERSULTANOVA — Fri, 10 Jan 2025 00:00:00 +0600

This paper looks at the role of games in teaching grammar to teenagers. The goal is to find out how students feel about gamification in educational settings and investigate how it affects grammatical abilities when used in grammar instruction. Gamification is using games for a specific purpose, such as teaching grammar to pupils. It goes beyond simply employing games for this reason. 10th grade were chosen as the participants of this research. There were two groups: experimental and controlled. The present study was built on three experimental stages: pre-test, interventions, and post-test with a questionnaire. During the pre-experimental stage, both groups were conducted a pre-test which contained 20 multiple-choice questions. Students’ achievements in both groups were similar to each other. Then, students from the experimental group were taught grammar by using three games. By the end, two groups had post-tests and a questionnaire was taken from the experimental group. With the help of pre-test and post-test, the differences were defined. Students from the experimental group showed higher results compared to the control group. The data analyses, based on a questionnaire, prove that learners from the experimental group had positive perceptions about the games. Furthermore, fun and enjoyment make students
stay motivated to learn new grammar.

DEVELOPING FUNCTIONAL LITERACY OF PRIMARY SCHOOL STUDENTS BASED ON INTELLECTUAL AND CREATIVE SPEECH SKILLS

Fri, 10 Jan 2025 00:00:00 +0600

In the current education system, students' functional literacy holds significant importance. It can serve as a tool for developing competencies and activating students' cognitive activities. The development of a student's knowledge and competencies is closely linked within a unified learning-cognitive process. One of the aspects of this interconnection is the emphasis in school education on forming students' functional literacy as a tool for self-development, in accordance with their interests and abilities.

The methodological basis of the research is formed by contemporary school education concepts, the main principles of school pedagogy, the theory of developing communicative skills in teaching, the theory of developing students' functional literacy, and the scientific foundations of communicative education technologies. The sources of the research included state documents on the development of education in Kazakhstan and abroad, scientific works of domestic and foreign scholars on the issue under study, periodicals from Kazakhstan and other countries, materials from scientific-practical conferences, educational programs, and teaching and methodological manuals. During the research, we examined the student's learning process and the formation of students' functional literacy within a unified educational-cognitive process. One aspect of this interconnection is the scientific approach in the educational process, where teaching functions as a tool for understanding the surrounding world and as a tool for self-development in accordance with the student's interests and abilities.

FRAMEWORK OF PROFESSIONAL COMPETENCIES OF EDUCATORS: A CASE RESEARCH OF TEACHERS IN WESTERN KAZAKHSTAN

Fri, 10 Jan 2025 00:00:00 +0600

This research focuses on analyzing the professional competencies of educators in Western Kazakhstan within the context of contemporary educational challenges. Using a qualitative approach and phenomenological design, semi-structured interviews were conducted with 13 teachers to examine their perception and implementation of professional competencies. The research revealed a common understanding of competencies as a complex of knowledge, skills, and abilities, but also uncovered significant discrepancies between theoretical understanding and practical implementation, especially in the areas of digital and research competencies. The results showed a high appreciation for the importance of social-emotional competencies, but insufficient attention to the development of digital skills and research practices. The research identified the need for a more structured approach to developing professional competencies and systemic changes in teacher training. It emphasizes the importance of developing a comprehensive framework of professional competencies that takes into account all aspects of modern pedagogical activity. Recommendations include strengthening training in digital technologies, integrating research competencies into professional development programs, and creating a support system for continuous professional development of teachers.

PROFESSIONAL STANDARDS AND EDUCATIONAL PROGRAMS: ANALYSIS OF PEDAGOGICAL CORRESPONDENCE

M SAPIYEVA, ZH.A. RAIMBEKOVA, T.I. NABATNIKOVA — Fri, 10 Jan 2025 00:00:00 +0600

The article presents the results of a study analysing the compliance of the content of educational programs
in pedagogical universities for primary school teacher training with the norms of the Professional Standard for
Teachers. The research aimed to identify «problem areas» in the content of teacher training educational programs and develop recommendations for stakeholders on improving continuous pedagogical education. A quantitative content analysis method was applied to analyse the programs. Based on the teacher standard competency framework, a table of frequency factors for compliance was developed. Using this research tool, educational programs from national, and regional universities, and a pedagogical institute in a monocity were studied. The study has limitations regarding the testing of a single assessment tool and the number of programs presented. The research results indicated that the program from the national university had the highest compliance with the teacher standard norms. Moreover, knowledge components significantly dominate educational programs. The content of educational programs revealed that professional teaching and development competencies of teachers
have low-frequency indicators according to the Professional Standard norms. Based on the data obtained, recommendations were developed for stakeholders to further improve continuous pedagogical education.

DIGITAL TECHNOLOGIES FOR FUTURE BIOLOGY TEACHERS STAGES OF ADAPTATION TO COMPETENCIES

ZH. SH. YESMAKHANOVA, S.V. SUMATOKHIN, G.Т. ZHUSSIPOVA — Mon, 13 Jan 2025 00:00:00 +0600

DEVELOPING DIGITAL COMPETENCE IN FUTURE TEACHERS THROUGH BLENDED LEARNING APPROACHES

This article examines key aspects of training future teachers, focusing on the challenges of digitalizing
education, the integration of digital competence, and pedagogical teaching methods. The study’s article selection aimed to provide comprehensive coverage, utilizing the Web of Science database through a university library system. Keywords like «education,» «innovation,» and «digital competence» were used to find relevant research across various fields. The article’s relevance stems from modern society’s demand for well-qualified specialists in general education institutions. Future teachers must not only acquire vast knowledge but also apply it effectively in real-world scenarios. The curriculum for the 6B01505 «Biology Teacher Training» program, including the «Methods of Teaching Biology» course, is designed to incorporate new technologies and teaching methods that engage students and enhance their competencies. To support digital education, the MOODLE platform is used for developing materials such as presentations and video lectures, which align with the course objectives. Additionally, the article explores the role of educational platforms in facilitating effective lesson management and evaluates their services and impact on student learning.

PSYCHOLOGICAL WELL-BEING AS A COMPONENT OF FUTURE TEACHERS’ PROFESSIONAL COMPETENCE: THE POTENTIAL OF VOLUNTEER ACTIVITIES

B. ABDIKALIKOV, Y. GELISLI, A. USSENOVА — Mon, 13 Jan 2025 00:00:00 +0600

This article examines the role of psychological well-being in the structure of future teachers’ professional
competence and opportunities for its development through volunteer activities. A review of foreign and domestic research revealing the relationship between psychological well-being and teachers’ professional effectiveness has been conducted. The concepts of «teacher’s psychological well-being», «professional competence», and «volunteering» have been analyzed. Psychological well-being is considered as a key component of teacher’s professional resilience, affecting the quality of educational process and professional longevity. Volunteer activity is presented as an effective tool for developing psychological well-being of future teachers, contributing to the formation of emotional stability, professional identity, and social competence. An empirical study was conducted among 1st-4th year students of pedagogical specialties (N=425) to determine the relationship between involvement in volunteer activities and indicators of psychological well-being. The results demonstrate a positive correlation between participation in volunteer activities and the level of psychological well-being of future teachers. The main barriers preventing the effective use of volunteering as a tool for developing psychological well-being have been identified: insufficient awareness of volunteer activity directions and lack of practical experience in interacting with various categories of beneficiaries. Based on the obtained results, the necessity of developing a system of psychological and pedagogical support for volunteer activities of pedagogical students has been substantiated.

PEDAGOGICAL POTENTIAL OF INSTAGRAM IN TEACHING STUDENTS: ANALYSIS OF EDUCATIONAL DIMENSIONS

D RAIKHANOVA, G.M. KASSYMOVA — Mon, 13 Jan 2025 00:00:00 +0600

This article presents a learning and teaching experience built on a project-based learning approach using
Instagram as an educational tool to improve students’ skills and increase their interest in English for Specific
Purposes classrooms. Therefore, this study aims to investigate the impact of Instagram-based activities on ESP learning among higher education science (chemistry and biology) students and ascertain their attitudes toward this approach. The research is a mixed method in nature and uses questionnaires from 49 freshmen chemistry and biology students at a higher institution to understand their perception of social media tasks in ESP learning. The researchers selected Instagram as the platform for project work, aiming to improve students’ ICT, communication, organization, research, self-reflection, and group work skills. Content analysis and student survey responses were analyzed to evaluate the project’s effectiveness. Pearson correlation coefficient was calculated to measure the strength and direction of the linear relationship between two variables.

STUDENTS’ PERCEPTIONS OF ARTIFICIAL INTELLIGENCE USE IN HIGHER EDUCATION AND ITS IMPACT ON ACADEMIC INTEGRITY

A ZHUNUSBEKOVA, S. ASKARKYZY — Mon, 13 Jan 2025 00:00:00 +0600

This study investigates student perceptions of artificial intelligence (AI) implementation and its implications
for academic integrity within Kazakhstan’s higher education system. Through a quantitative survey methodology, data was collected from 840 undergraduate students across three major Kazakhstani universities during May 2024. The research examined patterns of AI usage, ethical considerations, and attitudes toward academic integrity in the context of emerging AI technologies. The findings reveal widespread AI adoption among students, with 90% familiar with ChatGPT and 65% utilizing AI tools at least weekly for academic purposes. Primary applications include essay writing (35%), problem-solving (25%), and idea generation (18%). Notably, while 57% of respondents perceived no significant conflict between AI usage and academic integrity principles, 96% advocated for establishing clear institutional policies governing AI implementation. The study situates these findings within Kazakhstan’s broader AI development strategy, particularly the AI Development Concept 2024-2029, while drawing comparisons with international regulatory frameworks from the United States, China, and the European Union. The research concludes that effective integration of AI in higher education requires balanced regulatory approaches that promote innovation while preserving academic integrity standards.