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Item Open Access REVIEW ON TEACHER KNOWLEDGE OF CHEMISTRY TEACHERS(Faculty of Education & Humanities, 2024) Satilmis H.Y.; Begimbayeva K.This research investigates the different aspects of chemistry teacher knowledge. These aspects include subject matter knowledge, pedagogical content knowledge, technological knowledge, assessment knowledge, classroom management knowledge, interpersonal knowledge, and reflective knowledge. The study found that all of these aspects of knowledge are important for effective chemistry teaching. Teachers who have a deep understanding of chemistry content and pedagogy are more likely to be able to create engaging and effective lesson plans. They are also more likely to be able to use technology effectively to enhance teaching and learningItem Open Access ISSUES OF THE INTEGRATIVE STEM LESSON FOR SCHOOL(Faculty of Education & Humanities, 2024) Zhumashev A.; Bekenova G.; Satilmis H.Y.This study was designed to determine the level of STEM integration, particularly in chemistry lessons, and what difficulties/benefits this action may have. The study included 18 articles by different authors on different topics, but with one goal - STEM integration. The result showed that out of 18 articles, 16 partially contain the idea of integrating STEM methodology. In particular, 7 articles were designed to integrate STEM in high school. the rest were intended for teachers in general. None of the articles were intended for elementary school.Item Open Access CHALLENGES OF CHEMISTRY TEACHERS IN SCHOOLS(Faculty of Education & Humanities, 2024) Zhibekaiym I.; Satilmis H.Y.The STEM education system is one of the most important areas in demand for the 21st century. (M. Biasutti and H. El-Deghaidy, 2014) However, the full implementation of Stem education in the field of education is currently causing some difficulties for school teachers, school heads, and administration. In the study of this issue, since chemistry is one of the 4 subjects included in the integrative STEM education system, the main attention was paid to the works of scientists who study the problems encountered in STEM education in general. In the research work, more than 10 articles of 72 foreign scientists studying the general field of STEM education were reviewed and about 9 problems faced by chemistry teachers in STEM education were identified. The article used the literature review method of research.Item Open Access The Methodology of Using Active Learning Methods in Teaching Mathematical Analysis Courses to Students(2022) Abdullah AlmasRelevance of the work: The demand for specialists in mathematics and natural sciences should be said that is growing all over the world. Many governments and private organizations have modernized STEM education to effectively meet this demand and promote teaching to improve students’ mathematical skills. Recently, a lot of academics and organizations have emphasized that for students to succeed beyond graduation, they must acquire 21st-century skills. According to the study, the most important STEM talents are those that require collaboration, problem-solving, imagination, entrepreneurship, adaptability, critical thinking, initiative, effective community, access to information, analysis, and curiosity.Item Open Access GENDER ENROLLMENT PATTERNS IN A UNIVERSITY IN KAZAKHSTAN: A 2020-2024 ANALYSIS OF STEM AND NON-STEM DISCIPLINES(SDU University, 2025) Alfira MakhmutovaThis study explores gender enrollment patterns in STEM and non-STEM disciplines at a university in Kazakhstan from 2020 to 2024, examining evolving gender dynamics in higher education. Using longitudinal data on enrollment, gender ratios, and Unified National Test (UNT) scores, the analysis reveals persistent gender disparities. Female enrollment in STEM fields remained stable at approximately 34% throughout the study period, contrasting with higher but gradually declining female participation in non-STEM fields, which decreased from 74.8% in 2020 to 68.9% in 2024. Despite statistical significance in changes across both STEM and non-STEM fields, the practical significance of these shifts is minimal, highlighting the challenges of addressing gender imbalances in STEM. Factors such as cultural norms, limited female role models, and curriculum biases are discussed as contributors to the disparity. This research emphasizes the need for targeted interventions and inclusive policies to foster greater female participation and retention in STEM disciplines. The findings also underscore the economic and societal relevance of equitable education, offering actionable insights for policymakers and educators to promote gender equity in Kazakhstan's higher education system. Ultimately, this study contributes to the broader discourse on gender dynamics in education, particularly in the context of Central Asia.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 METHODS FOR DEVELOPMENT OF STEM CHEMISTRY TEACHER CAREERS(Faculty of Education & Humanities, 2024) Zainy A.; Satilmis H.Y.This literature review investigates methods utilized in enhancing the skills and knowledge of educators in the fields of science, technology, engineering, and mathematics (STEM). Through a systematic analysis of relevant articles, this study aims to identify innovative methods and effective practices implemented in STEM teacher development programs. The review underscores the need for further research to empirically investigate the efficacy of different approaches and inform the development of impactful professional development initiatives for STEM educators. By exploring new avenues and leveraging evidence-based practices, this study aims to contribute to the advancement of STEM education and the cultivation of a skilled workforce for the futureItem Open Access SHAPING FUTURE SCIENTISTS: THE ROLE OF IZHO IN INFLUENCING STEM INTERESTS AND SKILL DEVELOPMENT AMONG HIGH SCHOOL STUDENTS(SDU Bulletin: Pedagogy and Teaching Methods, 2025) Akniyet Issain; Nazarali Aitjanov; Halit Yilmaz; Azatzhan Baitekov; Samat MaxutovThis study examines the impact of participation in the International Zhautykov Olympiad (IZhO) on high school students' perceptions of 21st-century skill development and STEM career aspirations. Using a mixed-methods approach, the research investigates gender differences, variations across STEM specializations, age-related trends, school-type influences, and the effect of repeated participation. The findings revealed significant gender differences, with female students reporting greater improvements in Presentation, Scientific Thinking, and Collaboration skills compared to males. No significant differences were observed across STEM specializations, suggesting that IZhO contributes similarly to skill development across Mathematics, Physics, and Informatics students. Age analysis indicated that younger students (13–14 years old) perceived greater skill enhancement than older groups, particularly in General Skills, Presentation, and Problem Solving. Vocational school students reported the highest perceived benefits in Technology skills compared to public and private school counterparts. Additionally, a moderate frequency of Olympiad participation (10–20 times) was associated with the greatest improvement in Critical Thinking skills.These findings highlight the potential of Olympiad participation to foster essential skills and inspire STEM career aspirations. They also suggest the need for tailored interventions to address age- and gender-specific needs, maximize benefits for all school types, and explore strategies to sustain students' engagement over repeated participation. The study underscores the value of STEM competitions in preparing students for future academic and career success.Item Open Access Problems of implementing STEM education in mathematics (grades 10–11, Algebra and the Fundamentals of Analysis)(SDU University, 2025) Aralbay N.This dissertation work examines the theoretical and practical issues of implementing the STEM education system in the subject “Algebra and Analysis Beginnings” for grades 10–11. STEM approaches not only increase students’ interest in the subject, but also allow them to connect their mathematical knowledge with reallife situations. During the study, three STEM projects based on methods such as PBL (project-based learning), the 5E model, and engineering design were developed and a practical experiment was conducted. The experimental results showed that STEM methods increase students’ scientific thinking, independent decision-making ability, and motivation to conduct research. In addition, the difficulties encountered during the study, such as the level of teacher training, resource constraints, and integration into the curriculum, were analyzed, and methodological recommendations were made. The work provides a scientific and practical basis for the effective use of STEM education in secondary school mathematics.Item Open Access Identifying career aspirations of STEM Chemistry Teachers(SDU University, 2025) Zainy A.STEM is an integrated educational concept that combines the fields of Science (Science), Technology (Technology), Engineering (Engineering) and Mathematics (Mathematics). The term was first widely used in the 2000s in the United States for the purpose of reforming the education sector, and later became one of the areas of Education recognized at the global level. The STEM educational model differs from traditional subject teaching in that it organizes the educational process in a complex, interdisciplinary way, that is, it is based on teaching, combining several disciplines in solving real-life problems. Its significance lies not only in preparing individuals for specialized careers but also in cultivating a broader set of skills essential for navigating the challenges of the modern world.There are several reasons why STEM education is important. First, it prepares students for careers in STEM-related fields, which are growing rapidly and offer good job prospects. Second, it helps students develop skills that are valuable in all fields of work, such as creativity, innovation, and adaptability. Third, it promotes scientific literacy and understanding of important scientific issues. Despite its many benefits, STEM education faces several challenges. One challenge is the lack of qualified STEM teachers.