Browsing by Author "Daribay A."

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    Designing chemistry project in an integrative STEM manner
    (SDU University, 2025) Daribay A.
    STEM (science, technology, engineering, and mathematics) was integrated into chemistry education; this study focused on project-based learning (PBL) as a pedagogical tool. The study examined how chemistry teachers conceptualize, design, and implement STEM-integrated projects and how these practices affect student engagement, teacher professional development, and student learning. A total of 79 chemistry teachers in Kazakhstan participated in the study using a mixed-method approach, including surveys, interviews, and classroom observations. The results indicate that the chemistry teachers are increasingly adopting STEM principles and focusing on real-world applications to improve student motivation and learning. The researchers noticed that teachers with advanced qualifications (i.e., pedagogical researchers) were more successful at implementing STEM practices, as they encouraged student-centered learning approaches, such as collaboration, experimental design, and integrating digital technology. With the aforementioned projects, the students exhibited increased interest, improved understanding of chemical concepts, and developed their critical thinking and problem-solving skills. Despite the successes of the STEM projects and activities, the teachers experienced significant challenges related to working in an un-coordinated education system, limited resources, not enough time to implement integrated PBL, and lack of institutional and administrative support. These issues inhibited the project-based teachers from fully embedding STEM practices into their curriculum, particularly in creating interdisciplinary opportunities and obtaining materials for project implementation. However, this research indicated that there were several benefits for both the students' learning and teacher professional development practices by employing STEM projects regardless of the limitations and challenges presented. The researchers concluded that programs for professional development for teacher support, better access to educational resources, and eventually a supportive framework by the institution were needed to integrate STEM for best practice in chemistry education. The recommendations offered by the research could provide insight into the challenges of STEM education and development for policymakers and educators in Kazakhstan and similar contexts to maximize the opportunities offered by STEM education.
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    SEARCHING INTEGRATED STEM FRAMEWORKS IN CHEMISTRY
    (Faculty of Education & Humanities, 2024) Satilmis H.Y.; Daribay A.
    This study explores the incorporation of STEM (Science, Technology, Engineering, and Mathematics) frameworks in Chemistry education through thorough analysis and evaluation. Utilizing established STEM frameworks as a basis, the research employs comparative analysis to assess their effectiveness within Chemistry. Through literature review and research analysis, the prevalence of integrated approaches, termed "Integrated Chemistry," is evident. Methods include identifying common themes, evaluating alignment with Chemistry curriculum standards, and exploring interdisciplinary 32 connections. The findings demonstrate the advantages of integrating STEM frameworks in Chemistry education, including enhanced interdisciplinary learning, improved critical thinking skills, and increased student engagement. This analysis emphasizes the importance of adopting integrated STEM approaches to enrich Chemistry education and prepare students for future endeavors. By examining the benefits and challenges, this abstract underscores the need for further research to enhance pedagogical practices and curriculum development in Chemistry education.