Masters
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Browsing Masters by Subject "Chemistry education"
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Item Open Access AI in chemistry education and ethical considerations(SDU University, 2025) Balkyibek K.This dissertation examines the integration of Artificial Intelligence (AI) tools, specifically ChatGPT, in chemistry education in Kazakhstan, aiming to identify challenges, opportunities, ethical considerations, and the practical effectiveness of these tools in enhancing learning outcomes. The study explored three key areas: the effectiveness of AI integration into chemistry education, the ethical and privacy concerns associated with student use of AI tools, and the primary advantages and disadvantages of employing AI in chemistry instruction. Using a mixed-method approach, the research combined quantitative surveys among 108 chemistry education students from Kazakh universities and qualitative expert evaluations of AI-generated chemistry solutions. The theoretical framework drew from existing literature on AI integration in education, ethical implications, and pedagogical impacts. Findings indicated that students strongly prefer ChatGPT due to its efficiency, clarity, and ability to facilitate independent learning, primarily utilizing it for problemsolving and exam preparation. However, significant limitations were observed, including accuracy issues, logical inconsistencies, and inadequate linguistic adaptation to the Kazakh language. Ethical concerns highlighted were academic integrity, dependency on technology, and unequal access to premium AI features. The dissertation contributes theoretically by providing empirical evidence of AI’s educational benefits and limitations, and practically by recommending structured AI integration strategies, specialized training, enhanced linguistic localization, and ethical guidelines. Ultimately, this research informs educators, policy-makers, and developers aiming to harness AI responsibly and effectively in chemistry education.Item Open Access Effectiveness of Hands-On Chemistry Experiments in High School Education(SDU University, 2025) Aldenov R.This master’s dissertation explores the impact of different instructional strategies on students’ academic performance and engagement in chemistry education, with a focus on the effectiveness of practical, laboratory-based teaching methods. The study compares two groups of secondary school students: a primary group that received instruction through traditional lecture-based methods, and a focused (experimental) group taught using systematic, hands-on laboratory activities. A total of 42 students were involved in the research, equally divided into the two groups. Both groups followed the same curriculum content and were taught by similarly qualified instructors, ensuring the internal validity of the comparative design. However, the focused group engaged in practical work, including laboratory experiments aligned with curriculum objectives, while the primary group experienced conventional instruction with minimal laboratory exposure. To evaluate the outcomes, a mixed-methods approach was utilized. Data were collected through a Chemistry Achievement Test (pre- and post-intervention), a laboratory skills assessment test, and a structured questionnaire measuring student perceptions. Descriptive and inferential statistical analyses-including independent samples t-tests, and ANCOVA-were performed to assess academic growth, control for baseline differences, and examine the robustness of instructional impact. This study concludes that practical, laboratory-based teaching methods lead to more effective learning outcomes, particularly by enhancing scientific thinking, motivation, and personalized academic growth. The findings advocate for the broader integration of experimental learning strategies in chemistry curricula and underscore the need for policy support in expanding laboratory infrastructure, teacher training, and time allocation for hands-on instruction.