Examining the Pedagogical Abilities and Needs of Kazak Physics Teachers to Implement STEM Education
Lecture notes in networks and systems,
Год журнала:
2025,
Номер
unknown, С. 248 - 259
Опубликована: Янв. 1, 2025
Язык: Английский
Purpose and Characteristics of STEM Education in Both the United States and Kazakhstan
Lecture notes in networks and systems,
Год журнала:
2025,
Номер
unknown, С. 260 - 267
Опубликована: Янв. 1, 2025
Язык: Английский
Exploring university students’ misconceptions of the kinetic molecular theory of gases: A study from Kazakhstan
Eurasia Journal of Mathematics Science and Technology Education,
Год журнала:
2025,
Номер
21(2), С. em2587 - em2587
Опубликована: Фев. 13, 2025
This
study
investigates
university
students’
conceptual
understanding
and
misconceptions
about
the
kinetic
molecular
theory
of
gases
(KMTG)
in
Kazakhstan.
A
sample
223
students
from
two
universities
was
assessed
using
KMTG
concept
inventory.
The
consisted
54.3%
females
45.7%
males,
with
participants
primarily
their
first
year
(64.1%)
aged
17-18
(79.8%).
findings
reveal
significant
motion,
gas
pressure,
entropy,
temperature
changes
thermodynamic
systems.
For
instance,
81.2%
demonstrated
incorrect
conceptions
while
80.3%
misunderstood
behavior
during
adiabatic
processes.
Statistically
differences
were
observed
performance
based
on
affiliation
grade
level,
Abai
Kazakh
National
Pedagogical
University
first-year
outperforming
second-year
students.
However,
no
gender-based
identified.
research
points
out
persistence
physics,
indicating
need
for
localized
interactive
instructional
strategies.
These
contribute
to
growing
body
literature
physics
education
Central
Asia,
providing
recommendations
curriculum
development
teacher
training
region.
Язык: Английский
Secondary Stage Science Teachers’ Perceptions toward STEM Education in Saudi Arabia
Sustainability,
Год журнала:
2024,
Номер
16(9), С. 3634 - 3634
Опубликована: Апрель 26, 2024
Many
Saudi
students
lack
the
motivation
to
pursue
STEM
careers
due
their
teachers’
limited
experience
and
low
efficacy
in
teaching
science,
technology,
engineering,
mathematics
(STEM).
Teachers’
perceptions
are
central
efficient
education;
however,
little
is
known
about
of
teachers
toward
education
Arabia.
Therefore,
this
study
attempted
identify
secondary
stage
science
knowledge
requirements
for
its
implementation.
The
also
investigated
whether
there
were
statistically
significant
differences
that
could
be
attributed
qualifications,
years
experience,
specialization
variables.
A
questionnaire
was
applied
175
in-service
teachers.
results
showed
had
a
medium
level
positive
high
It
revealed
qualifications
favor
with
graduate
degrees
more
while
no
specialization.
Based
on
findings
study,
number
recommendations
improving
implementation
provided.
Язык: Английский