Masters
Permanent URI for this collection
Browse
Browsing Masters by Subject "chemistry education"
Now showing 1 - 3 of 3
Results Per Page
Sort Options
Item Open Access 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.Item Open Access 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.Item Open Access Integration of Technology in Chemistry Education(SDU University, 2025) Daniyarkyzy L.This section details the research methods used to implement technology into chemical education research. The study adopts a quantitative methodology, specifically a survey method based on a systematic study of the impact and perceptions of the use of technology by students. The focus for this project was to obtain objective data in order to recognize trends, correlations and total impact of the technology use. The study included students from multiple levels of learning such as high school students, undergraduates completing a chemistry course, and possibly graduate students which allows the study to have more holistic picture of the chemistry learning experience. They were a broad array of students so we could consider an extensive range of experiences with respect to one's views on technology in educational settings. Data collection was primarily through a thorough and systematic survey tool specifically developed to derive both closed (for instance, on the Likert scale) and open responses. The survey tool has specific emphasis on the examination of students experiences, attitudes to learning, perceived benefits, drawbacks and frequencies of the use of diverse technological tools in chemistry learning environments. Key areas of research included their interaction with simulators, virtual labs, educational software, and online resources. The analytical methods were strictly based on a statistical analysis of the collected survey results. This included both descriptive statistics (e.g., frequencies, averages, standard deviations) to summarize the demographic data of participants and their overall responses, and logicalstatistics (e.g., t-tests, ANOVA, correlation analysis) to identify statistically significant patterns, correlations, and meaningful outcomes. The aim was to draw informed conclusions about the relationship between the integration of technology and the results of students, their perception and involvement in the process of studying chemistry.