Browsing by Author "Saimassay G."

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    ANALYSIS OF PROGRAMMING EDUCATION AT THE PRIMARY EDUCATION LEVEL
    (СДУ хабаршысы - 2023, 2023) Saimassay G. ; Zhaparov M. ; Mukhiyayeva A. ; Zhalgassova Zh.
    Abstract. Programming education has traditionally been provided at the undergraduate level worldwide. However, in recent years, there has been a growing trend in developed countries to introduce programming education at earlier ages with the aim of promoting software literacy, improving programming skills, and making programming education accessible to a wider audience. While some countries are updating their informatics lessons to include programming, others are incorporating programming lessons into their primary education curriculum for the first time. The level at which programming training is offered also differs between countries. The objective of this research is to explore how countries have integrated programming education into their curricula and to identify the differences between countries in terms of programming education. The study aims to answer the question of how programming education is provided at the primary education level both domestically and abroad. The research has found that programming education is increasingly recognized as important and many countries are now allowing programming lessons in their education curriculum, with some countries even introducing programming education in kindergarten. However, there are variations in the programming languages used and the skills taught to students across different countries.
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    Analysis of students’ interest in programming
    (2023) Saimassay G.
    The proportion of women working in and studying computer science (CS) remains much lower than that of men. Young women’s perceptions of computer science as a career are highly impacted by their sense of self and identity. We believe that if young girls are introduced to software programming in a way that enables them to explore their identities early on, they will be more likely to pursue careers in CS. This research looks at the role of gender diversity and cultural stereotypes in affecting girls’ job choices outside of information technology (IT). The study attempts to explore the underlying causes of this trend by investigating gender inequalities and identifying the primary factors impacting girls’ views and attitudes about computers and ICT education. Furthermore, the research intends to establish an optimum atmosphere that fosters girls’ interest in IT and encourages women’s engagement in IT careers. The study looks at the relationship between confidence and satisfaction levels using a case study technique using before and post questionnaires. The obtained data is evaluated to identify the influence of these elements on the vision and interest of females in IT. The results help to explain gender discrepancies in job choices and provide suggestions for developing a supportive and inclusive atmosphere to enhance girls’ interest in IT. The report emphasizes the necessity of tackling cultural preconceptions and encouraging gender diversity in order to create an atmosphere that encourages girls to pursue careers in IT and promotes women’s participation in IT occupations.