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Item Open Access EXECUTING THE INTEGRATIVE STEM LESSON UNIT PLAN FOR SCHOOL(Faculty of Education & Humanities, 2024) Tazhimuratov S.; Satilmis H.Y.The results of scientific research on the topic" implementation of an integral plan of STEM Lessons for school " were analyzed. The systematically developed STEM lessons section plan helps the student awaken student creativity in stem practice programs and activities, developing skills rather than science and math-oriented concepts in the 21st century, including teaching media and technology literacy, productivity, social skills, communication, flexibility, and initiative.Item Open Access STUDENTS’ PERCEPTIONS OF TEACHERS’ CODE-SWITCHING IN ENGLISH MEDIUM INSTRUCTIONS CONTEXT(SDU University, 2025) Yekaterina Nam; Davronzhon GaipovEnglish Medium Instructions (EMI) is a system that has become commonly adopted by numerous universities, and according to its specific peculiarities, EMI can deliver both opportunities and challenges to the learners. To prevent the challenges, some teachers implement code-switching into their lessons. This study is focused on students’ perceptions of teachers’ code-switching in EMI-context, considering TFL and Engineering students as representatives of students from Humanitarian and STEM faculties. Face-to-face interviews were conducted in this qualitative study. Eight participants: four students from the TFL faculty and four from the Engineering faculty, revealed their perspectives. The collected data was processed in thematic analysis. In conclusion, it was investigated that TFl-students’ perceptions of code-switching appear rather negative, contrasting with Engineering students’ perceptions. It was recommended for teachers to implement either code-switching or translanguaging strategically, in a deliberate manner, taking into account learners’ first languages, thus not leading to the phenomenon of discrimination.Item Open Access THE TEACHERS' AND STUDENTS' AWARENESS OF STEM EDUCATION PRACTICED IN ENGLISH LANGUAGE IN KAZAKHSTANI SPECIALIZED SCHOOLS(СДУ хабаршысы - 2022, 2022) Gulnaz Turaliyeva; Gulnara KassymovaAbstract. This article highlights the vital role of teaching STEM (Science. Technology, Engineering and Math) in English in Kazakhstani secondary schools specialized in science and explores teachers' and students’ knowledge and awareness of STEM education practiced in English. The data reflected in this article is based on small-scale research held through the survey conducted among 149 Kazakhstani secondary school learners with in-depth study in math, physics and biology and interviews with 3 content teachers who practice teaching STEM subjects in English in schools specialized in science. The results of the survey demonstrate that students’ general knowledge about a term of STEM is relatively low. Also, the results of the interview with teachers show that the STEM approach is applied through English in specialized schools and participants relate this approach to other methods such as PBL and CLIL. It provides encouraging expectations for further study and implementation of integrated STEM education with ELT in Kazakhstani secondary schools.Item Open Access Investigating Secondary School Teacher's Academic Achievement in Physics in Kazakhstan(SDU University, 2025) Sagynbayeva A.This study explores how secondary school physics teachers in Kazakhstan achieve academically as we center particularly upon their qualifications, teaching experience, professional development, and workplace conditions. The nation aspires to fortify its STEM instructional framework thus pedagogical enhancement and social advancement matter. It is vital to comprehend all aspects affecting instructor skill within physics. Information was acquired from 75 physics instructors throughout an array of state and independent academic establishments. This data collection employed a cross-sectional survey design. Investigators delineated then deduced statistical assessments for examination of trends within instructor demographics, scholastic histories, Unified National Testing (UNT) scores, also involvement amid professional growth endeavors. Cronbach’s alpha was used to verify the reliability of the survey instrument, also all sections showed acceptable internal consistency. Physics instructors, as findings divulged, exist as comparatively youthful and possess differing expertise degrees and credentials. A large quantity undertook postgraduate education, and most participants possessed at minimum a bachelor's degree. Although experts involved in growth greatly well-regarded, they viewed the training's effect upon classroom application as unremarkable. UNT scores were largely uniform. This suggested the specimen had been intellectually equipped to a commensurate degree. The study accentuates foremost institutional impediments like disparate access to resources along with erratic support for in-service training, which may affect teacher performance and student achievement. These conclusions stress that more focused initiatives are important to elevate physics instructors' scholarly and vocational competence especially in marginalized areas. This investigation augments the burgeoning compendium concerning teacher skill inside STEM areas. Functional guidance is also extended for Kazakhstan's policymakers, school leaders, and teacher education providers. Physics instructors elevate scholastic successes then impart science skillfully while they groom the future cohort regarding innovators also problem solvers.