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Item Open Access THE DEVELOPMENT OF EDUCATION METHODS OF ELECTRODYNAMICS DISCIPLINE IN HIGHER EDUCATION(Қазақстан ғылымының дамуы мен келешегі жастар көзімен - 2018, 2018)The article deals with the methodology and system of teaching physics in higher educational institutions such as the difficulties in teaching the section of electrodynamics. The factors that contribute to the emergence of these problems are described. New technologies in the teaching of physics, methods of physics and theory, and methods used are considered. On the issues of developmental learning in electrodynamics, we study: logical, theoretical, scientific and technical, dialectical thinking. This article describes the definition of electrical phenomena of nature, its understanding by students and application. In connection with the fact that the student does not understand the program of the first year and complicates the process of training mentors in the process of training, the problem of preparation in the section of electrodynamics is considered to be actual at the university. At present it is impossible to become a competent specialist, until new effective methods are applied. The aim of the students is to study an in-depth of electrodynamics.Item Open Access PHYSICS WITH ROBOTICS(Suleyman Demirel University, 2013) Кенжекей Ж.К.Why physics with robotics? Two reasons - inherent to robotics is measurement and actuation. In other words, in order for a robot to interact with the world, it has to investigate and do something with that investigation. It has to apply what it has "learned". Therefore, we can say that inherent to robotics is investigation and application. The same is true for physics education. In classroom, I encourage my students to investigate and apply what they have learned to something in the real world. Robotics gives us these two aspects of physics education in one very well connected package. Throughout this work, I will try to explain about opportunities to use robotics in classroom for investigation and applied physics projects. These are not, however, the only reasons we use robotics in our classrooms. Robotics is engaging, promotes creative problem solving, encourages students to represent their ideas in the real world with a precision system, provides excellent feedback and finally, robotics can be easily connected to knowing and learning a great diversity of physics concepts and skills. Why LEGO® MINDSTORMS® based robotics? Combined, teachers around the world have more than 15 years of experience with this system. I have used the MINDSTORMS system the most. I have found it to be an affordable, durable, and flexible solution for our project needs. The core of my ideas will work with most any sensor/motor based robotics system. Whether it is LEGO based or not, robotics is a great hook in a classroom environment, engaging reluctant and enthusiastic learners. Teachers will see that these systems provide students with exceptional feedback, helping them to develop their ideas and successfully tinker with physical phenomena as they endeavor to take on various science and engineering challenges. Furthermore, teachers will see that after class has ended, they still have students in the room. Students do not want to leave. They are having a great time challenging themselves and they are often so proud of what they have made that they bring friends later in the day to see their creations.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.