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All Journal International Journal of Evaluation and Research in Education (IJERE)
Zhumabekova, Bibigul
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Education

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Original illustrated tasks with photos of regional plants for botany knowledge control and consolidation Klimenko, Mikhail; Tarasovskaya, Nataliya; Hamzina, Sholpan; Zhumadilov, Bulat; Zhumabekova, Bibigul
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 5: October 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i5.28376

Abstract

This article addresses one of the current issues in education: the use of resources in biological disciplines classes that are required for students to develop meta-subject competencies. The incorporation of natural objects into educational content can create a favorable environment for teaching biology classes and assist students in developing necessary knowledge about regional flora. The authors created a set of integrated plant tasks that require knowledge of ecology, plant physiology, and evolution. The main goal of tasks is to learn about regional plant species and to control what you have learned. Certain activities are specifically created for hands-on engagement with nearby natural entities to determine their taxonomic classification, morphological characteristics, and adaptations. This approach, according to the authors, ensures productivity in biology teaching.
The influence of virtual laboratories on students’ interest in STEM fields: a longitudinal study in secondary education Karimova, Batesh; Zhumabekova, Bibigul; Hamzina, Sholpan
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.30505

Abstract

The objective of this article is to investigate the impact of virtual laboratories (biology, chemistry, physics, and mathematics) on students’ interest in science, technology, engineering, and mathematics (STEM) fields over six months of study. The study involved 317 participants from Alkey Margulan Pavlodar Pedagogical University (Pavlodar Region, Kazakhstan), who were divided into experimental and control groups. An experimental approach was employed, wherein participants underwent training using virtual laboratories for six months. Statistical methods, specifically t-tests for paired and independent samples, were employed to analyze the results. The experiment revealed a statistically significant positive influence of virtual laboratories on students’ interest in STEM fields. Participants in the experimental group exhibited an increased interest in biology, chemistry, physics, and mathematics compared to the control group. The research findings hold important practical implications for enhancing STEM education. The implementation of virtual laboratories may contribute to an increase in students’ interest in studying STEM disciplines, which is crucial for shaping the future generation of specialists in these fields. Future considerations should involve exploring various types of virtual laboratories, taking into account sociocultural context, and addressing individual differences among students. Additionally, it is essential to investigate the longer-term effects of using digital technologies in STEM education.
Co-Authors Hamzina, Sholpan Karimova, Batesh Klimenko, Mikhail Tarasovskaya, Nataliya Zhumadilov, Bulat