Browsing by Author "Abilbek Zh."

Now showing 1 - 3 of 3
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    CHALLENGES OF CHEMISTRY TEACHERS IN SCHOOLS
    (Faculty of Education & Humanities, 2024) Kiikov B.; Satilmis H.Y.; Abilbek Zh.
    This study explores the application of artificial intelligence (AI) in chemistry education through an extensive review of ten academic articles. AI's integration into chemistry education has led to the development of various educational tools, such as personalized learning platforms and virtual labs. These advancements have greatly contributed to enhancing student learning and teacher experiences. The primary activities facilitated by AI include creating and solving open-ended and multiple-choice questions, and answering questions and solving problems. However, the utilization of AI for laboratory work and making scientific predictions remains less common, suggesting these areas are more appealing to college and university students. Recommendations for future research include developing a comprehensive chemistry database to accurately answer complex questions, creating an all-inclusive AI chemistry application, and devising methods to calculate chemical problems using mathematical formulas. This would involve integrating these methods into AI to generate tasks with different formulas and calculations but identical final meanings. Implementing these suggestions could significantly improve students' chemistry skills and promote academic integrity. This study underlines the transformative potential of AI in education, particularly in the domain of chemistry, offering new avenues for enhancing learning outcomes and teaching efficiency.
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    EFFECTIVENESS OF HANDS-ON CHEMISTRY EXPERIMENTS IN HIGH SCHOOL EDUCATION
    (Faculty of Education & Humanities, 2024) Aldenov R.; Abilbek Zh.; Satilmis H.Y.
    Practical laboratory work is essential to secondary school education, especially when it comes to chemistry and other related disciplines. This study assesses how well-developed skills, piqued scientific curiosity, and improved learning outcomes are all achieved through hands-on chemistry activities. In Kazakhstan, data was gathered from 75 students in the 10th and 11th grades of state general education schools through the use of a mixed-method technique that combined questionnaires and interviews. The majority of students confirmed that laboratory work helps with memorizing, improves enjoyment of chemistry, increases motivation, and improves general attitude towards the topic. The results show that these comments were overwhelmingly positive. Despite these advantages, problems including a lack of resources and equipment keep hindering thorough practical training. Ensuring fair access to high-quality education requires addressing these issues. This study highlights the importance of innovative teaching approaches and adequate resources to promote student engagement and success in science and technology.
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    HARDWARE AND SOFTWARE TOOLS IN CHEMISTRY EDUCATION
    (Faculty of Education & Humanities, 2024) Satilmis H.Y.; Abilbek Zh.; Daniyarkyzy L.
    This review explores the impact of technology on chemistry education. Augmented reality (AR) offers interactive learning experiences, while smartphones provide hands-on experimentation tools. Virtual reality (VR) platforms simulate field trips for environmental chemistry. Educational software, like CocoSoft, automates analytical chemistry processes. The integration of computational chemistry tools and virtual simulations bridges theory with practice. This review highlights the benefits and challenges of technology in chemistry education, emphasizing its potential to improve learning and readiness for a technology-driven world.