Browsing by Author "Begimbayeva K."

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    Identifying pedagogical content knowledge of chemistry teachers in integrated STEM technology
    (SDU University, 2025) Begimbayeva K.
    In the context of integrating STEM technologies into science education, the role of chemistry teachers becomes increasingly significant in shaping interdisciplinary thinking and applied problem-solving skills. This study aims to explore how chemistry teachers develop and apply Pedagogical Content Knowledge (PCK) within STEM-integrated teaching environments. The research used a mixedmethods approach to investigate current practices, challenges, and pedagogical strategies among chemistry teachers in Kazakhstan. The quantitative phase involved 114 chemistry teachers, who completed a structured survey assessing their familiarity with STEM approaches, frequency of use, and professional development needs. In the qualitative phase, two rounds of semi-structured interviews were completed with 28 teachers, with a focus on how teachers utilize STEM principles to develop problem-based tasks, conduct experimental experiments, and undertake interdisciplinary projects in their chemistry teaching. The study showed that the teachers were using STEM practices through real-world problems, innovative laboratory tasks, and collaborative projects. The teachers appeared to be creative in adapting their existing chemistry content to their students' levels, and were concerned with the possible pedagogical value of projectbased learning. The study also identified barriers, such as lacking physical and human resources, limited institutional support, and insufficient professional development training in STEM-PCK. This study illustrates the necessity for ongoing professional development and systemic support for chemistry teachers that enhances the effectiveness of integrating STEM-related pedagogies in their teaching practices. The findings also highlight the need for teachers to have practices and knowledge that support interdisciplinary, technology-enabled science learning.
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    REVIEW ON TEACHER KNOWLEDGE OF CHEMISTRY TEACHERS
    (Faculty of Education & Humanities, 2024) Satilmis H.Y.; Begimbayeva K.
    This research investigates the different aspects of chemistry teacher knowledge. These aspects include subject matter knowledge, pedagogical content knowledge, technological knowledge, assessment knowledge, classroom management knowledge, interpersonal knowledge, and reflective knowledge. The study found that all of these aspects of knowledge are important for effective chemistry teaching. Teachers who have a deep understanding of chemistry content and pedagogy are more likely to be able to create engaging and effective lesson plans. They are also more likely to be able to use technology effectively to enhance teaching and learning