| Session | ||
11 SES 05.5 A: General Poster Session
General Poster Session
| ||
| Presentations | ||
11. Educational Improvement and Quality Assurance
Poster Enhancing Reading Literacy among 8th Graders through Interactive Approaches Nazarbayev Intellectual School, Taraz, Kazakhstan Presenting Author:This action research focused on the effectiveness of interactive strategies designed to foster reading literacy within 8th graders at an intellectual school in Kazakhstan. This study’s theoretical foundation is formulated from the constructivist learning theories, sociocultural perspectives and interactive approach to teaching. Based on constructivism, this research is actual concepts that imply meanings as a result of interaction with fellowmen and texts. The sociocultural theories imply that learning requires collaboration and social interaction between learners, which characterises the nature of the Jigsaw reading practice. Moreover, the adherents to the interactive approach hold that involvement, activity, and meaningful interactions are necessary parts of well-designed or potentially useful learning. Both theories are the theoretical foundation of this research used to investigate the interactive and collaborative nature of Jigsaw reading that can promote 8 th-grade students’ developing auditory reading competence. Not only does this study focus on the different approaches to teaching that are interactive but it also evaluates their effects on the students’ reading ability. The research is based on the idea that traditional approaches do not completely meet the specific needs of all students, whereas interactive methods offer interactive learning and help personalisation. This investigation includes both structural analysis of each topic by reviewing relevant literature, active pedagogical practices that allow electrical machinery subjects to be taught in the way more interactive than traditional lectures and practical results among 8th graders. Invoking the interactive approach in reading denotes referring to a strategy which aims at developing active problem-solving, communicating with other learners or querying a resource and associating it with particular issues. An active reading thus recognizes that instead of merely consuming information, the reader rather contributes and constructs meaning actively through interactions with both the text and other social actors. The multifaceted nature of reading has given people the need to interact more in such a way that it is an interactive approach that is always driven with the understanding that reading as there are so complex and constructive and social activity. Through the use of interactive technologies in reading educational practice, educators attempt to make the process more learner-centered and enjoyable while creating a student meaningful relationship to the literature and helping them comprehend this very central literary theme. Methodology, Methods, Research Instruments or Sources Used The study used a mixed-methods approach for the holistic discussion of Jigsaw reading as part of an action research design to educate 8 th grade readers. The research covered a semester and included processes that collected both quantitative and qualitative data. Pre- and post-assessment tests were conducted to measure the aftereffects of gains in student reading skills. Inspecting was based on reading comprehension, critical thinking and short – term memory. The pre and post-evaluations, which corresponded to the procedure of the curriculum, allowed for measurement of changes in reading skills under Jigsaw reading during this period. In addition, the achievements of cooperative works were evaluated qualitatively—through group discussions and Jigsaw reading sessions. Measures consisted of how often and well contributions were made, students’ level of engagement as well as the ability to combine information in the group properly. Data collection was done using qualitative methods wherein observations, conversations as well as reflective journals of classroom experiences contributed information. In total, forty- eight grade 8 students were given assistance, and they contributed in a survey. The process of observations enabled to gain knowledge about the interactions among students; the level of engagement and collaborative reading within Jigsaw reading sessions. Participant were interviewed to provide their opinion over the efficiency of Jigsaw reading strategy increase in reading skills as well as Canadian collaborative approach. Reflective journals were written by the students for the duration of their research study and these offered insights into their experiences as well as thoughts about how they processed Jigsaw reading. These journals offered qualitative insights into the students’ perceptions, challenges that they confronted and how they perceived Changes with Jigsaw reading of their reading skills. The quantitative information was analyzed through various statistical calculations such as descriptive statistics and paired-sample tests to indicate which reading skills lied important change.Qualitative data went through thematic analysis which made it possible to indicate stable themes reflecting student’s perceptions of the approach, obstacles faced and processes experienced. Conclusions, Expected Outcomes or Findings The findings revealed to the authors important observations regarding to efficacy of Jigsaw reading as part of interactive method for development 8th grade students’ reading skills. The blending of quantitative methods with a qualitative approach to data analysis was able to offer an all-inclusive explanation on the outcomes brought forth by this instructional style in relation to student’s reading abilities. The quantitative analysis revealed positive findings with regards to the changes observable in the assessed reading skills after their application of jigsaw. The activity metrics for collaborative activity were also higher in Jigsaw reading sessions, which directionalizes the relationship between sense of prevention and these activities as a result. First, quantatively speaking derived from classroom observations, one can argue that Jigsaw reading was such a dynamic exercise that facilitated member interactive groups and fostered a cooperative learning environment. Through the student interviews, revealed positive views of the interactive approach, with participants showing increased contribution to their learning and understanding as a shared reading task. The results can be interpreted as follows: Jigsaw reading implemented within the framework of interactive approach is an efficient method to improve 8th-graders’ reading competence. Collaborative strategies like Jigsaw reading not only help our children improve their reading competencies but also engage them with an open mindset and a fascination for the subject of study. This research has important implications for educators who choose to implement interactive teaching approaches in middle school classrooms because the findings relate not only to quantitative aspects of reading skill, but also emphasize qualitative factors used as indicators of how students remember their learning experience. References 1.Arafeh, S. (2018). The impact of using Jigsaw technique on developing eighth graders' reading comprehension and attitudes toward reading. Journal of Educational Sciences, 30(1), 1-22. 2.Arends, R. I. (2012). Learning to teach (9th ed.). McGraw-Hill Education. 3.Noordan, M. N. H., & Yunus, M. Md. (2022). The Inte- gration of ICT in Improving Reading Com- prehension Skills: A Systematic Literature Review. Creative Education, 13, 2051-2069. https://doi.org/10.4236/ce.2022.136127 4.Anderson,N.(2003).Reading.InNunan,D.(Ed.) Practical English Language Teaching.2nd ed.(pp.67- 86), New York: McGraw Hill 5.Daniels,H.(1994) Literature Circles-Voice and choice in the student centered classroom. 6.Farrell,T.(2006). Succeeding with English language learners.Corwin Press. 7.Grabe,W.&Stoller,F.L.(2001). Readingforacademicpurposes:Guidelines for the ESL/EFL teacher. In Celce-Murcia, M. (Ed.) Teaching English as a second or foreign language. Heinle. 11. Educational Improvement and Quality Assurance
Poster Greenhouse as Educational Resource in Acquisition of Natural Sciences in Inclusive Education Context 1University of Latvia, Latvia; 2Liepaja University, Latvia Presenting Author:The study presents the results of the ERASMUS+ project “Sciencing Europe” (2020-I-ES01-KA201-082876) in Latvia. Strengthening the approach of inclusive education in compliance with the country's external regulatory enactments (Latvian Educational Development Guidelines for 2021-2027, 2021), the objective of the study is to analyze the effectiveness of the greenhouse, as a teaching and learning resource in education, in natural sciences in the context of inclusive education. School gardens and greenhouses are part of lots of schools. Especially in elementary schools, they are applied as a learning and experience space for students. Their importance in the development of students' cognitive and emotional affective abilities and their positive impact on the prosocial behavior of children and adults, as well as on nature, has been empirically proven (Pollin & Retziaff-Fürst, 2021) - social and emotional skills related to cooperation with others and interpersonal conflict resolution among students increase when students are involved in gardening and horticulture experience; which is especially true for students with special needs (Markham-Petro, 2019). Socio-emotional factors such as attitude, identity, and interest are more important long-term outcomes than achievement scores or grades (Fortus & Touitou, 2021; Nguyen & Riegle-Crumb, 2021). One of the most well-known approaches to natural science teaching is Science, Technology, Society, and Environment (STSE), which embodies the idea of inclusive science (Bennássar et al., 2010) and includes teaching strategies based on science contextualization , emphasizing the relevance of appropriate contexts to students' personal, social and everyday aspects of life, as well as opportunities to form the principal scientific ideas, relationships among them and theoretical models (Blanco et al., 2015). Thus, gardens, greenhouses and other contexts are important contexts in the natural science learning process, causing interest and learning motivation (Eugenio-Gozalbo et al., 2019) which helps connect abstract learning with individual and collective experiential learning, and integrate daily life activities with the learning content (Tello & Diaz, 2017). Gardens, greenhouses are a suitable real-life context for teaching natural sciences at all stages of education, where students experience space and develop their observation skills. In primary education, gardens “provide a climate of affectivity and motivation, promote the establishment and consolidation of simple cause-effect relationships” (Eugenio-Gozalbo et al., 2020, 12). Garden and greenhouse resources are used to engage students in food production and to experiment with production and consumption patterns (Pineda Encalada & EstradaMartínez, 2019), as well as to promote healthy eating habits (Ohly et al., 2016). Methodology, Methods, Research Instruments or Sources Used In order to answer the research question - whether there are statistically significant differences between the first and second measurements, taking as a reference point the application of the greenhouse as a learning strategy at the beginning and end of the school year, a set of research instruments has been developed - a questionnaire, which includes the following criteria identified as a result of the theoretical analysis: • Family member or friend with special needs; • Classmate with special needs; • Classes at school in the open air/garden/greenhouse; • Participation of students with special needs in the open air/garden/greenhouse; • Willingness to study together with a student with special needs; • Promotion of the teacher’s active participation for students with special needs; • Selection of a student with special needs as a partner in project work; • Decision to help a student with special needs in or out of class; • Teacher support for students with special needs; • Classes in the open air/garden/greenhouse as motivational for learning; • Environmental benefits of buying and growing local vegetables; • Caring for the environment; • Positive attitude towards natural sciences; • Students helping the teacher to organize classes in nature/garden/greenhouse; • Attitude towards learning through doing. During the period from 2021 to 2022, 107 general education school students aged between 11 and 14 from various regions throughout Latvia participated in the in a longitudinal study, who were offered the opportunity to experiment and carry out scientific research in a greenhouse during the learning process of natural sciences. Questionnaires as a data collection method containing a 4-point Likert scale (1=no, 2= rather no, 3=rather yes, 4-yes) and non-parametric data processing methods for quantitative data processing in the SPSS environment - Wilcoxon Two Related Samples Test for statistically significant difference determination between two dependent samples have been used in the longitudinal study which has been determined by the non-compliance of the empirical distribution with normality (p≤0.001). The Cronbach's alpha coefficient for the test reliability examination indicates good internal consistency (α=.81). The results of the Kolmogorov-Smirnov Test on the non-compliance of the empirical distribution with the normal one (p=.000) have determined the application of non-parametric for the secondary data acquisition. Conclusions, Expected Outcomes or Findings The findings of the research show that the greenhouse is an effective learning resource - positive dynamics can be observed in the assessment of several components of the learning process identified as a result of the analysis of scientific literature: mutual cooperation and support improves, including students with special needs (p=.012); the proportion of methods to be applied such as learning by doing (p=.000), group work and projects increases (p=.000) , as well as the learning motivation improves (p=.000), a positive attitude towards natural sciences develops (p=.007), the care for the environment is practiced and the understanding of the need and possibilities of local produce production (p=.000), application and promotion has been formed (p=.049). Findings of the research do not contradict findings of other studies. When young children are participating in garden and greenhouse activities they are: communicating their knowledge about the world to others, conveying (and learning to process and manage) emotions, and developing important skills (e.g., initiative, self-confidence, literacy, math, science skills) that will help them be more successful in school and better navigate the world (Miller, 2007). Business model demonstration, participatory education and co-learning are more efficient pedagogical methods in the provision of sustainability of education. Virtual education and classroom education should be less dominant in training activities. Virtual education is a good additional method, nevertheless it ultimately does not provide the hands-on experience and social interaction that, for instance, a demonstration of a business model in a specific context provides (De Witte et al., 2023). The challenge of the future in education is to model a smart interdisciplinary greenhouse, where not only natural sciences would be combined, but also art, technology, etc., which would allow students to improve their interest, involvement and self-efficacy, as well as implement the principle of the unity of theory and practice (Jackson et al., 2022). References Bennássar, A., Vázquez-Alonso, Á, Manassero Mas, M. A., & García-Carmona, A. (2010). Ciencia, Tecnología y Sociedad en Iberoamérica: Una evaluación de la comprensión de la Naturaleza de Ciencia y Tecnología. Madrid: Centro de Altos Estudios Universitarios de la OEI. Blanco, Á, Franco-Mariscal, J., and España, E. (2015). Enseñar química en el contexto de problemas y situaciones de la vida diaria relacionadas con la salud.Educación Química, 20,40-47. https://doi: 10.2436/20.2003.02.150. De Witte, R., Janssen, D., Sayadi Gmada, S. & García-García, K. (2023). Best Practices for Training in Sustainable Greenhouse Horticulture. Sustainability 2023, 15(7), 5816; https://doi.org/10.3390/su15075816. Eugenio-Gozalbo, M., Ramos Truchero, G., & Vallès Rapp, C. (2019). Huertos universitarios: dimensiones de aprendizaje percibidas por los futuros maestros. Enseñanza de las Ciencias, 37, 111–127. https://doi: 10.5565/rev/ensciencias.2657 Eugenio-Gozalbo, M., Aragón, L., & Ortega-Cubero, I. (2020). Gardens as Science Learning Contexts Across Educational Stages: Learning Assessment Based on Students’ Graphic Representations. Frontiers in Psychology, 11, 2226. https://doi.org/10.3389/fpsyg.2020.02226. Fortus, D., & Touitou, I. (2021). Changes to Students’ Motivation to Learn Science. Disciplinary and Interdisciplinary Science Education Research, 3(1), 1. https://doi.org/10.1186/s43031-020-00029-0. Jackson, D.W., Cheng, Y., Meng, Q., & Xu, Y. (2022). “Smart” greenhouses and pluridisciplinary spaces: supporting adolescents’ engagement and self-efficacy in computation across disciplines. Disciplinary and Interdisciplinary Science Education Research, 4(6), 1-15. https://doi.org/10.1186/s43031-022-00046-1. Latvian Educational Development Guidelines for 2021-2027. (2021). Retrieved Jan. 30, 2023, from https://digital-skills-jobs.europa.eu/en/actions/national-initiatives/national-strategies/latvian-education-development-guidelines-2021-2027 Markham-Petro, Kathryn, 2019). Growing Citizens: Students’ Social Emotional Learning via School Gardens. Electronic Thesis and Dissertation Repository. 6049. https://ir.lib.uwo.ca/etd/6049. Miller, D.L (2007). The Seeds of Learning: Young Children Develop Important Skills Through Their Gardening Activities at a Midwestern Early Education Program. Applied Environmental Education and Communication, 6(1), 49-66. Nguyen, U., & Riegle-Crumb, C. (2021). Who is a scientist? The relationship between counter-stereotypical beliefs about scientists and the STEM major intentions of black and Latinx male and female students. International Journal of STEM Education, 8(1), 28. https://doi.org/10.1186/s40594-021-00288-x. Ohly, H., Gentry, S.,Wigglesworth, R., Bethel, A., Lovell, R., & Garside, R. (2016). A systematic review of the health and well-being impacts of school gardening: synthesis of quantitative and qualitative evidence. BMC Public Health 16, 286. doi: 10.1186/s12889-016-2941-0. Pineda Encalada, A., & EstradaMartínez, M. (2019). El Huerto como recursos de enseñanza-aprendizaje sobre cultura alimentaria. GIS 3, 37–45. https://doi: 10.12795/revistafuentes.2018.v20.i2.03. Pollin, S., Retziaff-Fürst, C. (2021). The School Garden: A Social and Emotional Place. Frontiers in Psychology, 12, 567720. https://doi:010.3389/fpsyg.2021.567720. Tello, E., & Díaz, S. (2017). El huerto escolar como estrategia de aprendizaje en la educación formal. Decisio 46, 17–20. 11. Educational Improvement and Quality Assurance
Poster Using the 3C3R PBL Model to Develop Students' Functional Literacy in Programming by Integrating Science Subjects 1Nazarbayev Intellectual School of physics and mathematics in Shymkent; 2Center of Excellence of "Nazarbayev Intellectual Schools" Presenting Author:Using the 3C3R PBL model to develop students' functional literacy in programming by integrating science subjects Research Question What is the impact of using the 3C3R PBL model to develop students' functional programming literacy through science integration? The purpose of this study was to examine the impact of problem-based learning strategies on improving students' functional literacy in programming/coding through problem solving in science subjects. By adopting the 3C3R model, there was a notable improvement in students' critical thinking, planning, collaboration, and communication skills in programming subject. Objective The purpose of the lesson study is to use the 3C3R PBL model to develop students' functional literacy in programming through the integration of science subjects Problem statement -The research was motivated by an observation that students taking programming classes had insufficient research and problem-solving skills. This hindered them from fully expressing their programming ideas. From observing student tasks and through classroom engagement, it was evident that their task interpretation was superficial, with problem decomposition being a serious challenge. -Similarly, based on the results of the external summative assessment of the 10th grade in the 2022-23 school year, only 54.5% of the students were able to fully answer the problem-solving tasks given. This motivated the researchers to seek interventions for the problem. Hung (2009) alludes that ineffective PBL problems affect students' acquisition of sufficient domain knowledge, as well as properly directing their learning. Hung proposed a 3C3R PBL model which has been widely embraced by schools across the world adopting PBL pedagogical approach. 3C3R is a conceptual framework that provides a blueprint for designing effective and reliable problems for PBL. The model is made up of two components; the core and the processing components. The former comprises context, content, and connection, and the latter Research, reasoning, and reflection. The core component “relates to the content or concept of learning that will be processed by the 3R processing component that supports the cognitive process of problem-solving and thinking skills possessed by students” (Malik, et al. 2020). The core components are primarily concerned with issues of appropriateness and sufficiency of content knowledge, content contextualization, and knowledge integration. Content provides a clear definition of the problem statement. It gives breadth and knowledge. Context on the other hand is responsible for the authenticity of the identified problem hence it should be made valid for instructional goals and should seek to evaluate context based on the future setting. For learners to fully embrace it, context should be made as relevant as possible. Connection fosters learners in creating links between sources and knowledge and being able to cross-reference topics. The processing components are designed to facilitate mindful and meaningful engagement in the PBL process. They address the learners’ cognitive processes and problem-solving skills. Processing components guide the learner to the core components. Researching helps the learner to understand the problem and ensure that the learner is researching the necessary information for a given domain by using the goal and context to ensure the research is backed by content and connection. Reasoning entails analyzing the aspects and nature of all variables and underlying systems of the problem along with the relationships between them. Learners process and integrate new knowledge into meaningful knowledge. HOT skills are used during researching and reasoning stages which are not naturally part of their cognitive base hence practice and training help the learners to master these skills throughout their academic life and beyond. Reflection allows learners to organize and integrate their knowledge into a more conceptual framework. The study has shown that adopting the 3C3R model has the potential to boost students’ critical thinking and problem-solving skills. Methodology, Methods, Research Instruments or Sources Used Methodology Scope The research was conducted among year 11 students. A representative sample of 26 students was used for the study. The study was conducted in term 3 (between the months of January and March 2023) for a period of five 80-minute lessons. The topics involved were Data Structures and functions in Python programming language for the 11 grade Programming subject program. Pre-test (programming task from previous unit and baseline survey) and post–test (programming tasks from the above-mentioned topics) were used. In each lesson, students were presented with the Creative Problem Solving (CPS) template to follow in each task. Baseline assessment Prior to commencing the research, the participants were subjected to a baseline survey to gauge their levels in programming in general and Python programming specifically. Design The 3C3R model was adopted in all lessons. Content provides a clear definition of the problem statement. It gives breadth and knowledge. Context is responsible for the authenticity of the identified problem. Connection fosters learners in creating links between sources and knowledge and being able to cross-reference topics The researchers collaboratively participated in the planning session (Designing tasks of varying ability levels, collecting learning resources to reinforce PBL in the lesson, and creating a lesson plan). In this study, the tasks used by the students were designed in order of complexity and addressed real-life problems. Students were required to: Define the problem Generate a set of ideas to solve the problem and later on to Choose an elaborate/refine the best idea for solving the identified problem. In each lesson, students were presented with the Creative Problem Solving (CPS) template to follow in each task. Creative Problem Solving (CPS) and Means-End analysis (MEA) are key PBL strategies that have received a lot of spotlight from different authors in this field. CPS strategy was adopted in most cases due to its straightforwardness and ease of interpretation. CPS thinking-frame i. Define the problem ii. Generate as many solutions as possible iii. Choose a solution that seems the best iv. Elaborate and refine By approaching each task according to the CPS framework, the students engaged with the steps to a Problem-Based Learning Approach. The researchers collaboratively participated in the planning session (Designing tasks of varying ability levels, collecting learning resources to reinforce PBL in the lesson, and creating a lesson plan). Conclusions, Expected Outcomes or Findings This study unmasked the existing potential for the acquisition of programming skills by learners as they build on the key skills of critical and innovative thinking. The use of PBL’s 3C3R model has proved to be an effective tool in improving their research and thinking skills. By engaging with the model, the learners exhibited problem-decomposition skills and analytical and problem-solving skills. This helped students to gradually apply the knowledge acquired, stretch their ability by learning the next level of knowledge and thus move into and across their Zone of Proximal Development (ZPD) to advance their skills. The effectiveness of the model is attributed to the careful planning of learning activities. The facilitator must ensure that the tasks are designed to challenge and stretch the learners thinking and that the tasks allow the learner to create connections between the problem and real life. Finally, the facilitator must ensure adherence to the model, especially at the onset. Result The t-test analysis of the pre-test and post-test produced a p-value of 0.001662, which is < 0.005 hence Problem Based Learning’s 3C3R strategy has a statistical significance in improving students’ research skills in programming. Improvements in learners’ critical thinking and planning skills By practicing with tasks of varied complexity and adhering to the CPS thinking frame, lea Learners' critical thinking was cultivated. After engaging in the 3C3R model, it was observed that learners demonstrated improved thought organization around a given challenge. 3) Improvements in learners’ Collaboration and communication skills Although the task descriptor was silent on whether the task was an individual or group task, learners were given the flexibility to consult their peers in the lesson. This allowed them to collaborate, comparing their approaches and trying to find the most optimal approach to solving the task. References 1.Abesadze, S., & Nozadze, D. (2020). Make 21st century education: The importance of teaching programming in schools. International Journal of Learning and Teaching, 6(3), 6. 2.Campbell, S. et al. (2020) ‘Purposive sampling: complex or simple? Research case examples’, Journal of research in nursing, 25(8), pp. 652–661. doi:10.1177/1744987120927206. 3.C, M. & T, B. J. (1993). Promoting active learning: Strategies for the college classroom. Biochemical Education, p. 192. 4.Curtis, S., Gesler, W., Smith, G. and Washburn, S., 2000. Approaches to sampling and case selection in qualitative research: examples in the geography of health. Social science & medicine, 50(7-8), pp.1001-1014. 5.Fielder, R. D., Woods, J. S. & A, R. (2000). The future of Engineering Education: II. Teaching Methods that Work. Chemical Engineering Education, 34(1), pp. 26-39. 6.Gallagher, S. A., Stepien, W. J., & Rosenthal, H. (1992). The effects of problem-based learning on problem solving. Gifted Child Quarterly, 36(4), 195-200. 7.Hung, W. (2006). The 3C3R model: A conceptual framework for designing problems in PBL. Interdisciplinary Journal of Problem-based Learning, 1(1), 6. 8.Hung, W. (2016). All PBL starts here: The problem. Interdisciplinary Journal of problem-based learning, 10(2), 2. 9.Hung, W. (2009). The 9-step problem design process for problem-based learning: Application of the 3C3R model. Educational Research Review, 4(2), 118-141. 10.Lewis, A., 1992. Group child interviews as a research tool. British Educational Research Journal, 18(4), pp.413-421. Available at https://www-jstor-org.ezproxy.nottingham.ac.uk/stable/1501300?seq=1#metadata_info_tab_contents [Accessed on 23rd February 2023] 11.Malik, A., Yuliani, Y., Rochman, C., Zakwandi, R., Ismail, A., & Ubaidillah, M. (2020, April). Optimizing students critical thinking skills related to heat topics through the model of content, context, connection, researching, reasoning, reflecting (3C3R). In Journal of Physics: Conference Series (Vol. 1521, No. 2, p. 022001). IOP Publishing. 12.Strobel, J., & Van Barneveld, A. (2009). When is PBL more effective? A meta-synthesis of meta-analyses comparing PBL to conventional classrooms. Interdisciplinary journal of problem-based learning, 3(1), 44-58. 13.Savery, J. R. (2015). Overview of problem-based learning: Definitions and distinctions. Essential readings in problem-based learning: Exploring and extending the legacy of Howard S. Barrows, 9(2), 5-15. 14.Wood, D. F. (2003). Problem based learning. Bmj, 326(7384), 328-330. 11. Educational Improvement and Quality Assurance
Poster Evidence-based Solutions for Effective Professional Development and Assessment of the Transfer of its Results into Practice: Research Project’s Conceptualisation University of Latvia, Latvia Presenting Author:Professional development as employment capital is increasingly seen from a lifelong learning perspective, providing a means for improving the quality of the workforce and retaining competent and effective staff. Such an approach can sustain individual growth and optimism and empower individuals to fulfil their potential while also contributing to society (Mackay, 2017). To achieve this goal, flexibility and accessibility are among the priorities in organising adult education, with a strong focus on facilitating employability and inclusion through adult learning (Kersh & Laczik, 2021). The transfer of professional development results of adults to practice is described in theory as a complex and multi-layered process of taking what was learned in one context and applying it effectively and continuously to new job-related contexts (Kubsch et al., 2020). A range of theories have been developed so far that conceptualise transfer of learning results into practice. The findings of the previous theoretical and empirical studies revealed that solutions for effective professional development of adults and transfer of adult learning results depend on many different factors, including contextual factors such as local culture, which affects how adults learn and whether they apply the new knowledge in their workplaces (Brion, 2023). One of the offered solutions is the Integrative Transfer of Learning model (Galoyan & Betts, 2021) with 4 dimensions identified: (a) task dimension, (b) personal dimension, (c) context dimension, and (d) pedagogical dimension. In this model, social and cultural contexts are defined as factors that explain how intercultural norms and different cultural ways of thinking may interfere with the process of communication, learning, and transfer into practice. Besides, a thorough understanding of adult perceptions and choices related to their professional development can assist service providers in developing the opportunities that adults are likely to uptake (Heckathorn & Dotger, 2023; Korsager et al., 2022). As identified by a seven-country study (Brown & Bimrose, 2018), the main drivers for learning of low-skilled adults are as follows: enhancing self-efficacy, working on self-improvement, raising the capacity to meet labour market needs, being motivated by a significant other, and advancing work-related practical skills(learning by doing). Contrary to this, an effective professional development, and hence an effective adult learning, of high-skilled professionals (e.g., teachers, managers), according to previous studies (Goldhawk & Waller, 2023; Wakefield, 2022), should meet the following criteria: it should be sustainable, active and collaborative, it should include modelling of effective practices, coaching and expert support, and feedback and reflection. High quality, easily accessible and effective professional development of teachers showed a positive and significant effect not only on teacher self-efficacy and teaching practices, but also on student learning processes and outcomes (Didion et al., 2020; Jensen & Würtz Rasmussen, 2019; Korsager et al., 2022; Murphy et al., 2020). The goal of the current research (December 22, 2023 - December 21, 2026) is to develop an evidence-based framework and propose practical solutions for effective professional development of adults and the transfer of its results into practice, offering tools for assessing the impact of professional development on practice at organisational and system levels in Latvia. The research questions leading the inquiry are as follows: What does effective professional development for adults mean and how is it implemented in Latvia? What is the most appropriate framework for ensuring effective professional development of adults at organisational and system levels in the private and public sectors in Latvia? How to evaluate or measure the process efficiency and effectiveness of transferring the results of professional development of adults to practice at an organisational and system level in Latvia? Methodology, Methods, Research Instruments or Sources Used The study is planned to be organised as a mixed-method design-based research including four steps. First, the preliminary or preparatory web-based qualitative research will be conducted to reveal the current situation and to acquire a more comprehensive understanding of the field in Europe and worldwide. This will include a systematic review and meta-analysis based on the protocol designed in PRISMA (Page at al., 2021) and use of the e-resources subscribed by the project applicants(e.g., databases, search tools) to explore the characteristics and universal and/or context-sensitive solutions for effective professional development of adults. It will also look into effective ways transferring training results into professional practice to identify good practice examples worldwide (case studies), transferable into the socio-cultural and legislative context of Latvia. Second, a desk research (analysis of normative documents of Latvia) followed by focus-group discussions with three different groups as follows: (a) representatives of the main adult education and professional development service providers (e.g., HEI, VET centres, high-performance institutions/enterprises as learning organisations, etc.); (b) adult learners (e.g., from the sectors enjoying the highest employment rates in Latvia (7-16%): education, trade, manufacturing, health and social care, transport and storage, etc.), and (c) representatives of NGOs, enterprises and institutions developing education policies at national and local level. Besides, a representative survey of adult learners will be conducted to identify the current situation in the field in Latvia from the perspective of practice and governmental policies. Third, after evaluating the existing experience and solutions, and analysing the existing policy priorities and ongoing reforms, the improvements or new solutions will be proposed, applying multilevel modelling and re-modelling with a design thinking approach. This will enable sketching of the first prototypes for the effective professional development of adults and assessing the transfer of its results into practice in Latvia, The expected additional outcome is a specific solution for teachers as a priority target group of the Ministry of Education and Science as well as a possible specific solution for low-skilled adults (employees) as one of the priority target groups of the Ministry of Economics. Fourth, the first prototypes will be tested, validated and updated and the final technical (digitalised) solutions will be elaborated, tested and validated using iterative, agile working methods involving design thinking and hands-on workshops. Finally, recommendations for the successful implementation of the developed practical solutions will be proposed at organisational and system levels. Conclusions, Expected Outcomes or Findings The expected outcomes are many-sided. To begin with, implementation of a design-based research approach intends to comprise a systematic study into ways how adult professional development results are transferred into practice, what impedes this process and how the effectiveness of this process is measured. The analysis will be done against the theoretical background, relevant international experience, and the contexts and needs this sector has in Latvia. The impact of the results of current adult professional development on practices in Latvia will be analysed, considering the existing policy priorities and ongoing reforms. Then an evidence-based framework for effective professional competence development of adults and for the transfer of its results into practice will be developed, offering validated practical solutions for assessing the effectiveness of the professional development on organisational and system levels in accordance with the Latvian context and current educational policy goals. Besides, the research results will be presented in at least five international scientific conferences. It is envisaged that within the project, four articles will be submitted or accepted for publication and three articles will be published in Web of Science and/or Scopus indexed journals and proceedings. Another projected outcome, by the end of the project, is two defended Master's theses defended and one PhD thesis submitted for defence. This way the research results are expected to contribute to enhancing evidence-based decision-making on how to make professional development of adults more effective and more efficient and how to better achieve strategic education development objectives. The study is also expected to create new knowledge and practical solutions at organisational, local, and national levels. This research is funded by the Ministry of Education and Science of the Republic of Latvia, project “Elaboration of evidence-based solutions for effective professional competence development of adults and assessment of the transfer of its results into practice in Latvia”, project No. VPP-IZM-Izglītība-2023/4-0001. References Brion, C. (2023). The impact of local culture on adult learning transfer: Implications for human resources professionals. Human Resource Development International, 26(3), 331-340. https://doi.org/10.1080/13678868.2022.2065444 Brown, A., & Bimrose, J. (2018). Drivers of learning for the low skilled. International Journal of Lifelong Education, 37(2), 151-167. https://doi.org/10.1080/02601370.2017.1378934 Didion, L., Toste, J. R., & Filderman, M. J. (2020). Teacher professional development and student reading achievement: A meta-analytic review of the effects. Journal of Research on Educational Effectiveness, 13(1), 29-66. https://doi.org/10.1080/19345747.2019.1670884 Galoyan, T., & Betts, K. (2021). Integrative transfer of learning model and implications for higher education. The Journal of Continuing Higher Education, 69(3), 169-191. https://doi.org/10.1080/07377363.2020.1847970 Goldhawk, A., & Waller, R. (2023). Voices from the deck: Lecturers’ and middle managers’ perceptions of effective FE sector professional development. Research in Post-Compulsory Education, 28(3), 485-504. https://doi.org/10.1080/13596748.2023.2221121 Heckathorn, J., & Dotger, S. (2023). Snacks, shoulders, and sleep: Factors that influence teachers’ professional development decision-making. Professional Development in Education. https://doi.org/10.1080/19415257.2023.2212680 Jensen, P., & Würtz Rasmussen, A. (2019). Professional development and its impact on children in early childhood education and care: A meta-analysis based on European studies. Scandinavian Journal of Educational Research, 63(6), 935-950. https://doi.org/10.1080/00313831.2018.1466359 Kersh, N., & Laczik, A. (2021). Towards understanding of policy transfer and policy learning in adult education in the context of United Kingdom. Research in Comparative and International Education, 16(4), 384-404. https://doi.org/10.1177/17454999211061236 Korsager, M., Reitan, B., Dahl, M. G., Skår, A. R., & Frøyland, M. (2022). The art of designing a professional development programme for teachers. Professional Development in Education. https://doi.org/10.1080/19415257.2022.2038234 Kubsch, M., Touitou, I., Nordine, J., Fortus, D., Neumann, K., & Krajcik, J. (2020). Transferring knowledge in a knowledge-in-use task—Investigating the role of knowledge organization. Education Sciences, 10, 20. https://doi.org/10.3390/educsci10010020 Mackay, M. (2017). Professional development seen as employment capital. Professional Development in Education, 43(1), 140-155. https://doi.org/10.1080/19415257.2015.1010015 Murphy, C., Smith, G., Mallon, B., & Redman, E. (2020). Teaching about sustainability through inquiry-based science in Irish primary classrooms: The impact of a professional development programme on teacher self-efficacy, competence and pedagogy. Environmental Education Research, 26(8), 1112-1136. https://doi.org/10.1080/13504622.2020.1776843 Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D. et al. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372(71). https://doi.org/10.1136/bmj.n71 Wakefield, W. (2022). Designing a research experience for teachers: Applying features of effective professional development to a hybrid setting. Teacher Development, 26(4), 514-530. https://doi.org/10.1080/13664530.2022.2095007 11. Educational Improvement and Quality Assurance
Poster Intensive Practical Lessons (Advanced Level) and Its Impact on Improving the Research Skills of Students NIS Astana, Kazakhstan Presenting Author:The results of summative assessment and practical work testify to the insufficient level of formation of research skills among 12th grade students. A low percentage of completion was observed in those tasks where it was necessary to provide reasonable conclusions and alternative solutions based on the interpretation and evaluation of the data. This problem determined the purpose of this experimental study is to evaluate the effect of intensive practical lessons on students’ educational achievements in exams in physics and biology.This study was conducted among 12th grade students in the intellectual schools of Mangystau region, Kazakhstan. The study involved 27 students . The students were taught using the system,consisting of three types of practical lessons: a laboratory workshop, a workshop on the study of physical processes based on computer simulation, and a workshop on problem solving.All three types of practical lessons are built on the basis of the scientific method of understanding nature. Lessons-workshops are united by a single structure, scheme, scientific method of cognition, educational and research activities. Research in education has shown that integrating theory with experiment has many benefits, including developing research skills and understanding of scientific concepts and theories (Fadzil & Saat, 2013; Schwichow, Zimmerman, Croker & Härtig, 2016). The following research questions were selected for the study:
Methodology, Methods, Research Instruments or Sources Used The study used a quasi-experimental design before and after testing using quantitative approaches and the plan-do-learn-act PDSA action research model. For a period of seven weeks, the control group students (27students) were taught using the intensive practical method in the laboratory. In this experimental study, the independent variable was the practical work undertaken by students in the school’s laboratory, and the dependent variable was the academic attainment of the participants. To measure the dependent variable, a test was administered prior to participating in the scientific practical activities (pre-test), and after the completion of the activities (post-test). Then a comparison between the pre-test and post-test scores was done to assess the effectiveness of the intervention (practical activities). Conclusions, Expected Outcomes or Findings The results of students' work showed a significant difference between the academic performance of students who taught science using practical activities. So 98% of students received a high mark on the test results. This indicates an increase in numerical indicators by 43%. The results of our study shows that the integration of science through experiment has a positive effect on students academic achievement. References Abdi, A. (2014). The Effect of Inquiry-based Learning Method on Students’ Academic Achievement in Science Course. Universal Journal of Educational Research, [Online] 2(1), 37-41. Available from: https://doi.org/10.13189/ujer.2014.020104 (Accessed: 15 March 2019). Abrahams, I., & Millar, R. (2008). Does practical work really work? A study of the effectiveness of practical work as a teaching and learning method in school science. International Journal of Science Education, 30(14), 1945-1969. https://doi.org/10.1080/09500690701749305 -212- Journal of Technology and Science Education – https://doi.org/10.3926/jotse.888 Anderson, H.M (n.d). Dale’s Cone of Experience [Online]. Available from: http://www.queensu.ca/teachingandlearning/modules/active/documents/Dales_Cone_of_Experience_summary. pdf (Accessed: 15th March 2019). Aydogdu, C. (2015). Science and technology teachers’ views about the causes of laboratory accidents. International Journal of Progressive Education, 11(3), 106-120. Birk, J.P., & Foster, J. (1993). The importance of lecture in general chemistry course performance. Journal of Chemical Education, 70, 180-182. https://doi.org/10.1021/ed070p180 Boyuk, U., Demir, S., & Erol, M. (2010). Analyzing the proficiency views of science and Technology teachers on laboratory studies in terms of different variables. TUBAV Bilim Dergisi, 3(4),. 342-349. Brooks, J.G., & Brooks, M. (1999). In Search of Understanding: The Case for Constructivist. 11. Educational Improvement and Quality Assurance
Poster Developing Students' Reading Skills in Concept-Based Inquiry Activities NIS Kazakhstan, Kazakhstan Presenting Author:In this study, a comparison of students' levels of academic activity was conducted based on a concept that explores the development of educational skills. According to the results of the international PISA test (2022), it was revealed that the level of students' academic activity in the areas of mathematics and creativity turned out to be low. This indicates that the level of educational skills is at a low level, particularly in terms of analysis, synthesis, and evaluation, according to Bloom's taxonomy. As a solution to the problem, research was conducted at the Nazarbayev Intellectual School in Aktobe for a year. The main reason for choosing this topic was to enhance students' educational skills by employing advanced methods in the subjects of history and geography, as well as establishing connections with humanitarian subjects to expand their knowledge. The goal of the study was to develop students' educational skills and promote the application of knowledge in life through the use of advanced methods in the subjects of history and geography. Empirical research methods were utilized in the study. By interviewing and monitoring the lesson, quantitative data were collected, as well as qualitative indicators from students were obtained. First and foremost, the results of the international PISA test (2015, 2018, 2022) were examined. The survey was conducted through the Microsoft Forms platform, with the participation of 123 students. Project-based learning, problem-based learning (PBL) and Formative.com were utilized as platforms. The research findings were presented at the school's methodological council. The research topic is the development of reading skills in high school students based on data analysis through a conceptual framework. Reading literacy is a technology of intellectual development, a way of assimilation of culture, an intermediary in communication, a means of solving life problems. Initially, the results of the international PISA test conducted in 2022 in Nazarbayev Intellectual Schools were analyzed. According to the results of the exam in mathematics, reading, and natural sciences, a low level of reading skills was observed in schools in Kazakhstan, the OECD, and NIS. The study involved 35 schools from 20 countries, including 16 students from NIS. It can be seen from the data that Aktobe NIS occupies the 19th place. Compared to 2015, where NIS ranked 492, and 511 in 2018, there is growth, and in 2022, it reached an average score of 490. In 2018, the students' results were high. Among the 20 NIS schools participating in the study, it is evident that reading skills, compared to all NIS, decreased by 508, and in 2022, by 483, indicating a gap of -25. In NIS schools, it is noticeable that PISA increased by 39 points compared to PISA - 2015 and PISA - 2022. In terms of reading, PISA - 2015 and PISA - 2018 increased by 19 points, while PISA - 2022 decreased by 21 points, and natural sciences decreased by 19 points. Therefore, based on the results of the international PISA test from 2015 to 2022, NIS students exhibit a low level of reading skills. This, of course, should be aimed primarily at developing reading skills through working with texts when acquiring subject knowledge beyond students' classroom activities. To initiate our research, we decided to attend classes and interview students in order to determine the level of reading skills in the research activities of 10th grade students. Access to the lesson was provided at various stages of the class. In order to address the issue, 10th-grade students at Nazarbayev Intellectual School in Aktobe were tasked with developing reading skills through data analysis based on conceptual learning in geography and the history of Kazakhstan lessons. Methodology, Methods, Research Instruments or Sources Used Based on Bloom's taxonomy, we directed the analysis of data using students' reading skills to develop higher-order thinking skills in their research activities. One of the teaching methods employed was project-based research work. During the lessons, we assigned tasks in the same direction to develop high-level thinking skills, such as analysis, differentiation, and evaluation. We know that through this method, our students were able to share their projects with classmates, work on texts to develop reading skills. Using this method, our students learned to reference authors, compare and process data from the internet, encyclopedias, newspapers and magazines, textbooks, using them as evidence. Surveys were conducted among the students using this method. "Has the method of project-based learning contributed to the formation of high-level thinking skills in research activities?" In response to question 38,3 % of students, indeed, stated that they learned to work with data, analyze them, and express their opinions using this method, while 25.2 % claimed that the cognitive significance of initiating the research search had a greater impact on the defense and analysis of the project. The second selected method is PBL, is an approach to education based on knowledge discovery that can be applied in real-life situations. This method stimulates students to learn and contributes to the development of research skills. Cites that problem-based learning fosters students' ability to work in groups, critical thinking, independent research, and the formation of communicative and reading skills. The innovative method, which directs the student to independent work, increases the activity of students in solving given tasks, adapts to the conclusions from the textbook and teacher training. The next method, based on the development of reading skills, is called the "Three Phases of Reading." In the first phase, "understanding the text, determining meaning, and content," students were given a text and tasked with identifying keywords, matching, finding facts, and summarizing the text. The second phase is "differentiating meaning, interpreting the text," involving regulation, comparison, and analysis, summarizing in the general context. The third phase is "internalizing acquired knowledge and conveying individual content." Students make predictions about the text, draw conclusions, model, and suggest ways to apply the information in life. This method was observed to systematically develop students' reading skills: working with texts. As a result, the skills of data analysis, analysis and evaluation have been formed, which has a positive effect on research work. Conclusions, Expected Outcomes or Findings At the last stage of Action Research, a test was obtained to determine how well students developed reading skills based on the study. The test tasks were offered closed, open, identification, with a sequence of correct answers. As a result, the lower one is 11%, the middle one is 43%, and the high one is 46%. "How do you want the teacher to suggest reading assignments during the lesson? “continuous text” - 45%, “non-continuous text” - 55%. "To what extent did the reader's tasks proposed on the basis of the study contribute to the formation of your skills of differentiation, analysis, and evaluation?" low - 15%, medium-33%, high-52%. The results of the conducted research contributed to achieving the research goal. In the future, we will consider research activities based on the PISA results, consulting with colleagues teaching linguistics, and exploring new strategies and methods to foster the development of reading skills in students. Now we consider it advisable to use the "cluster" method. This is a way of organizing textual information graphically. The methodology allows for refining the cognitive processes that arise when working with the text and develops non-standard forms of thinking – spontaneous reflexive, associative thinking. We believe that the method contributes to students' ability to search for important information in the text, identify images associated with the idea, fact, or theme along with the keyword, comprehensively develop students related to the topic in a graphical sense, critical thinking, and application of theoretical knowledge in real life. The improvement in students' performance was tracked through assignments for working with texts in the 10th-grade internal summative assessment. It was found that in reading skills assignments, students, using text processing strategies, received high grades. The learning quality of students participating in the research ranged from 80% to 100% compared to the previous year. References 1.PISA-2022, Results of PISA-2022, Intellectual Schools, (2022), Astana 2.Vygotsky L.S. The Problem of Cultural Development of the Child // Moscow University Psychology Bulletin. Issue number 14. -1991. -№ 4. -P. 5-19. 3.Nilson L.B. (2010). Teaching at Its Best: A Research-Based Resource for College Instructors (2nd ed.). San Francisco, California: Jossey-Bass. 4.L.V. Rozhdestvenskaya, I.A. Logvina. Formation of Functional Reading Skills. Teacher's Guide. 5.Shulman L.S. (2007) Good teaching. Box content in S.Loeb, C.Rouse &A.Shorris (Eds), Introducing the Issue, in the future of children,17(1), 6-7. 6.Based on the book by Povarnin S. B. How to Read Books (1970). http://www.reader.boom.ru/povarnin/read.htm 7.Gardner H. (2006) Multiple intelligences: New horizons. New York , NY: Basic Books. 8.Logvina I.A., Maltseva-Zamkovaya N.V. From Text to Text. Methodical Tips for Teachers and Parents. – Tln.: Argo, 2010 9.Mercer N. and Littleton K. (2007) Dialogue and the Development of Children's Thinking (a sociocultural approach) NY: Routedge. 10.Mushtavinskaya I. V. Technology for Developing Critical Thinking in the Lesson and Teacher Training System. "KARO" Publishing house, 2018. 11.Okon V. Fundamentals of Problem-Based Learning. -M: Prosveshchenie, 1968. 12.Vorontsov A.B. The practice of developmental learning according to the system of D.B.Elkonin-V.V. Davydova.-M.: CPRO "Personality development", 1998. 13.Davydov V.V. Activity theory of thinking. -M.: ”Scientific world” publishing house, 2005. 11. Educational Improvement and Quality Assurance
Poster Enhancing Students’ Academic Attainment Using The “Flipped Classroom” Method. 1Nazarbayev Intellectual School, Kazakhstan; 2Nazarbayev Intellectual School, Kazakhstan; 3Nazarbayev Intellectual School, Kazakhstan; 4Nazarbayev Intellectual School, Kazakhstan; 5Nazarbayev Intellectual School, Kazakhstan Presenting Author:This research work aims to investigate the capacity of the Flipped classroom method to enhance the academic performance of student groups (grade 11) at Nazarbayev Intellectual School (NIS) – Aktau. NIS is a trilingual school where subjects in the primary stages are taught in Kazakh and Russian and where English is the teaching medium in grades 11 and 12. It was noticed that the students in grade 11 had difficulties formulating clear answers, in English, to educational and structural questions. The quality of students ' knowledge and their ability to communicate their understanding is considered one of the most important factors for their admission to an educational institution. To find solutions to enhance the learning quality and to motivate students, it was planned to use the "Flipped classroom" method. This allowed students to complete written tasks during the lesson, analyse difficulties more independently, and eliminate difficulties by comparing answers with other students. To carry out this method, subject teachers created video lessons, uploaded them to the Teams Microsoft platform and presented them to students in advance. The students were taught this method for the next three weeks. It has been observed that student’s participation in the class is acceptable to a certain extent as compared with classes run through conventional teaching methods. It was also noticed that students use more independent learning techniques such as using scientific dictionaries, Also, it was observed that overall tested classes showed slightly lower results in students who had difficulty self-learning and did not complete the video lessons. In today's rapidly changing age, the influence of technology on human life, including in the field of education, plays a very high role. The versatility of independent search and development of a person can be evidenced by the fact that people achieve success, in particular, because of technology-oriented methods. American Scientists Maureen Lage, Glenn Platt and Michael Treglia introduced their very extensive experience in the field of education in 2000. The concept introduced by the scientists was that "a flipped classroom was what had traditionally determined that events that took place inside the class could now also take place outside it, and its effectiveness."[1]. In our case study, due to studying in different languages, and high expectations of performance, the desire to equip the students with tools for self-learning, we anticipated that The "Flipped classroom" method was a good candidate to address these needs. An important feature of the chosen method is the combined learning model, which is integrated with tasks based on the consolidation of the knowledge gained by the teacher, presenting educational materials for training to students in advance. Scientists theoretically put forward this method. As an applicable concept, in 2007, two chemistry teachers named Aaron Sams and Jonathan Bergmann began recording their presentations using a video program. They uploaded videos online to help those who missed classes. It was observed that these videos helped students overcome difficulties and aided students who had difficulties in experiments. With the development of the internet, the flipped classroom began to gain popularity in North America. [2] Methodology, Methods, Research Instruments or Sources Used The method used was method reported by to Brian Goodwin and Kirsten Miller, the flipped classroom helps students to identify challenging issues in the subject while familiarizing themselves with the curriculum in advance. All tasks assigned to students are carried out in three interrelated stages: first, before starting a new lesson topic, students familiarize themselves with the video lesson shown by the teacher's guide. In the second stage, when the students come to the classroom, the teacher gives them tasks for the new lesson, and the students try to complete those tasks without the help of the teacher. In the third stage, students discuss the completed tasks among themselves and with the teacher through a question-and-answer column and determine the easy and difficult tasks. As a result of this activity, students can find answers to questions from simple to complex levels while increasing their activity. [3] Students were surveyed for their opinions and satisfaction and the results of the term studied through “Flipped class mode, were compared with the previous term results that were studied through the traditional teaching method. Conclusions, Expected Outcomes or Findings As a result of the research work, 40% of the students encountered the most difficulties while completing the task. 20% of the students said that they did not understand the topic. At the end of the study, 90% of the students said that they watched the video lessons, and before the study, 73% of the students demanded the teacher's explanation, now only 40% indicated that the teacher's explanation is necessary. According to the results of the interview, students believe that it is effective to perform complex structural tasks during the lesson. The method of "flipped class" had a positive effect on the student's complete mastery of a particular topic through independent search. However, due to the students ' dissipation, it was observed that some students faced difficulties in completing the tasks proposed during the lesson. Thanks to this method, we were able to improve the functional literacy of students. At the same time, it was noted that students use academic dictionaries more widely during the lesson and when writing formative assessments compared to previous quarter lessons. Traditionally, the "flipped class" method of Education has played a great role in assessing students, not only saving the teacher's time but also increasing the number of built-in methods during the lesson. Modern people believe that instead of video explanations, which take a long time to obtain certain information, it is better to look at video materials containing short and accurate information. Therefore, to improve this research work, we plan to determine how much students learn educational materials by changing video explanations to a shorter format. We also pay attention to the fact that before sending the video material on a new topic to students, they are asked questions that require a search on the topic. References 1.MaureenLage, Glenn Platt, Michael Treglia. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. Journal of Economic Education, 31, 30-43. 2.Aaron Sams, Jonathan Bergmann. (2014). Flip Your Classroom: Reach Every Student in Every Class Every Day. Beijing: China Youth Press 3.Bryan Goodwin, Kirsten Miller. (2013). Evidence on Flipped Classroom is Still Coming in. Educational Leadership, 6, 78- 80 4.Dr. K. Plunkett Jacob Beckerman. (2014). The Flipped Classroom - A Teacher's Complete Guide: Theory Implementation and Advice. Washington State: Amazon Digital Services LLC. 5.Milman, Natalie B. (2012). The flipped classroom strategy: What is it and how can it best be used? Greenwich: Distance Learning 6.Zhang Renxian. (2014). Flipping Classroom Model and Teaching Transition. Beijing: World Knowledge Press 7.Zhang Jinlei. (2013). An Analysis on the Key Factors of Flipped Classroom Teaching Model. Distance Education in China, 10, 59-64. 8.Matthew Ogles, Brent Bogan. (2014). Flipping the Classroom-Unconventional Classroom: A Comprehensive Guide to Constructing the Classroom of the future. New York: U.C. Publishing. 9.Jacob Lowell Bishop. (2013). The Flipped Classroom: A Survey of the Research. 120th ASEE Annual Conference & Exposition. 11. Educational Improvement and Quality Assurance
Poster Developing of Academic Speaking Skills in the Physics subject of 11th Grade Students. AEO NIS, Kazakhstan Presenting Author:Nowadays any field of enterprise demands innovative and informative specialists with a comprehensive knowledge of the international languages. The future specialists are founded for the knowledge acquisition at school. The main purposeful mission of the educational policy of Nazarbayev Intellectual Schools is to bring up future Kazakhstan citizens with deep knowledge, educate speaking skills of three languages, appreciate the culture of their country and respect the other countries culture of global vision. The NIS's trilingual training policy is said: “Studying subjects in Kazakh, Russian and English contributes to expanding access to supplementary information, new development prospects and a deeper understanding of other cultures. Grateful of the created trilingual sphere is increased students' potential, flexibility, critical and creative thinking, intercultural relationship, the ability of respect themselves and others also desire learning language skills”. In Russian and one Kazakh groups of 11th grades studying Physics in English is mastered in the content of Physics is going to propose research work carried out in the 2019-2020 academic year to determine the effectiveness of the CLIL technology in the developing of scientific and students’ language skills. Due to the fact the need of researching is firstly, students in the 11th grade have difficulties in expressing their thoughts using keywords in the implementation of Physics tasks and speaking the academic language, secondly, in previous years, when analyzing of the 12th grade students’ results of the external summative assessment exam, we noticed that the indicators for the 2nd component were lower. In accordance to the course of the studying a wide range of CLIL methods were selected according to the content of the lesson developed skills were identified by a series of sequential lessons were taught with the purpose of training. The 11th grade students who participated in the studying showed 100 percent quality in the external quantity assessment as a result of the 2020-2021 academic year. Methodology, Methods, Research Instruments or Sources Used In order to establish a meaningful dialogue in English, various interactive methods have been introduced into our practice. To discuss the theory and test the readiness of students for homework, the method of "mixed" (Mingle) activated learning was used. According to the rules, each student was given a sheet with questions on the topic. The student asks the written questions to other students and identifies the students who know the answer. In order to support students in asking questions, they were given the necessary phrases for compiling sentences. For example: “Find someone who know/ answer/ explain.”, etc. As a result of the dialogue, students are developed the ability to ask oral questions in English, the content was discussed during the dialogue between two students. When applying this method, it was advantageous for the teacher to intervene and participate in a group of students, since it was possible for us to obtain more information when we participate as part of it, as opposed to observing the process from the outside. This was a very effective method, since it was necessary to raise the level of our own in English. Its effectiveness is due not only to the consolidation of the student's theoretical knowledge, but also to the fact that through their interaction with each other, the skills of oral speech, through the use of high-level questions, the cognitive skills of the student were developed. In addition, students’ assessment of each other was carried out and the effectiveness of the method increased. Another example is the following task, which was used when describing graphs in the “Kinematics” section. One of the methods used in kinematics to develop the skill of describing graphs is “Pictionary”, when one of the two students in a pair tells the characteristics of the graph and the other draws the graph according to their listening. Using this method, the student's listening skills are developed and subject knowledge is improved through language. The use of academic vocabulary in lessons has played an important role in understanding the concepts taught in the subject. In order for students to understand the culture of the subject and prepare a comparative analysis of the practical application of theory on the topic in life situations, the task was given to lead a small study. Conclusions, Expected Outcomes or Findings To sum up, we would like to draw the following concept: the use of CLIL technology in English classes, first of all, a subject studied in a second language, increases the competence of teachers’ speaking English. As a result of it students also academic language skills are developed. Research has shown that deliberate, precise keyword learning strategies can replenish students ' vocabulary and improve their understanding of reading texts containing the same words. In the course of using the above methods, it was possible for students to learn content, exchange information and establish relationships with others during differentiation. And linking theory with life and analyzing the directions of its application in practice contributed to the development of students ' research culture. References 1.The NIS's trilingual training policy 2.Do Coyle, 2007. “Content and Language Integrated Learning: Towards a Connected Research Agenda for CLIL Pedagogies”. International Journal of Bilingual Education and Bilingualism, 10:5, 543-562, DOI: 10.2167/beb459.0 3.De Graaff, R. et al. 2007. “An Observation Tool for Effective L2 Pedagogy in Content and Language Integrated Learning (CLIL)”. International Journal of Bilingual Education and Bilingualism 10/5, 603-624. 4.The main results of research on the CLIL project in Taraz State Pedagogical University, Kozhamzharova D.P., Issabekova G.B. , Duisenova N.T., Akhmetova A., Eskermesova G/ Practical Languages department, Philology 11. Educational Improvement and Quality Assurance
Poster Developing Students' Skills of Analysis and Synthesis using the "Algorithmization" Method Nazarbayev Intellectual School in Aktobe Presenting Author:Among the research skills of students, analysis and synthesis, and the weakness of the justification of the method or the answer used in the performance of the assignment when writing papers in natural subjects, are the most common problems. This, in turn, indicates that students experience difficulties in solving problems assigned to high-order thinking skills. In this regard, after considering the theoretical materials on pedagogical methods and tools that develop analysis and synthesis skills, it was planned to study the effectiveness of the "algorithmization" method among high school students according to age characteristics.The problem of this study is based on "The development of analysis and synthesis among students by the method of "algorithmization". The study aims to conduct experimental classes to complete tasks using the "algorithmization" method in mathematics lessons for high school students and to determine how this method influences the development of their analysis and synthesis skills. The study concludes that the method of "algorithmization" affects the systematization of students' thoughts and the development of analysis and synthesis skills. In order to use the "algorithm" method in the classroom, students learn new material in advance, study various methods related to the mathematical model of the task or problems, take into account all variables, quantities, and parameters, link the stages of solving the problem in a logical sequence. Shaikina and Sapozhnikova (2016) writes that "the involvement of students in the creation of an algorithm is, in turn, a variant of heuristic learning". Shaikina and Sapozhnikova (2016) writes that "the involvement of students in the creation of an algorithm is, in turn, a variant of heuristic learning". Temerbekova (2019) shows a connection between the "algorithm method" and analysis and synthesis (p.214). Blinova and Vasilyeva (2014) state that this method affects the individualization and strengthening of the learning process in accordance with the modern education system.. Pushkareva et al. (2017) reveal the need for the "algorithm" method of high school students for their future professions since "A modern engineer needs to have high potential cognitive abilities, including algorithmic thinking, to solve complex technological and professional problems". In traditional classes, the teacher shows the steps for solving an algorithm or problem and pays attention to the student's correct execution of these algorithm steps. This is called algorithmic learning. A peculiar feature of the method in this study is that the student creates an algorithm for the general situation while performing various tasks. The difference between algorithmic learning and algorithm creation is that the first method encourages students to perform a particular method step by step like a "robot" without thinking. In contrast, the second method aims at the student's creativity. This study, in the form of action research, allowed us to get answers to questions such as "What is the effectiveness of using the "algorithmization" method, which develops the skills of analysis and synthesis, influencing the development of student's skills and abilities, and what are its effective and ineffective sides?" The research hypothesis was that the algorithmic method positively impacted the development of students' analytical and synthesis skills. Methodology, Methods, Research Instruments or Sources Used The object of the study is the 12th-grade students who studied in the school in the years 2020 and 2023. The research project employed the study of a series of mathematics lessons within the framework of a qualitative paradigm as a methodology. In a series of lessons, students were offered tasks as experiments: creating algorithms, supplementing algorithms by filling in the missing parts, analyzing created algorithms, and determining an effective template algorithm from them. The results of previous classes and student achievements were considered when planning a series of lessons. This, in turn, has made it possible to adapt the use of the "algorithmization" method to the students' individual abilities. The series of classes included the topics of "the argument and the module of a complex number," "the differential equations," "the geometric interpretation of complex numbers," and "the modeling processes using differential equations." For example, when finding the argument of a complex number, students were tasked with finding different algorithms for different cases, depending on the location of complex numbers in different quarters. The data collection required for the study included systematic observations, interviews, videos, and student test scores. These methods have made it possible to collect a wide range of data for analysis and evaluation. Written tests were taken to determine the levels of analytic and synthetic activity skills of students before and after the experiment. These works were evaluated using criteria and indicators that determine the levels of analytic and synthetic skills [taken from 6th literature source], which made it possible to determine and compare the levels of students' skills. The tasks were designed with a focus on indicators of analytic and synthetic activity skills, i.e., "breaks the whole into parts, creates a connection between the parts of the whole, builds a whole from parts, finds an error and explains its cause." Conclusions, Expected Outcomes or Findings The first research question is "How effective is "algorithmization" in developing students' analytic and synthetic activity skills? The answer to the question: "Algorithmization" tasks have contributed to developing students' analytic and synthetic activity skills. The results of the control work obtained before and after the experiment show that there was an increase in the indicators of "breaks the whole into parts, creates a connection between the parts of the whole, finds an error and explains its cause," but not the "builds a whole from parts." The student interviews conducted at the end of the learning experience cycle, their written work, and an analysis of lessons in each cycle allowed us to answer the second research question. The benefits of "algorithmization" methods are: - The increase of interest for students who love computer science or programming; - effectively organizes the tasks for "algorithmization" at the stages of generalization and conclusion; - effectively transforms "algorithmization" tasks and differentiates them depending on the abilities and interests of students. Ineffective points: - not all students are interested in the method; - it is impossible to use for any topic and learning objectives; - there are almost no tasks for the "algorithmization" method in mathematical didactic tools; - it takes substantial time in class. The "algorithmization" method affects the systematization of students' thoughts and the development of analytic and synthetic activity skills. Due to the time the "algorithmization" method takes, creative tasks can be provided to the students as a supplement. These findings result from an experiment on 12th-grade NIS students drawn from two classes. The teachers who researched the "algorithmization" method said, "This method has a positive impact on the development of analytic and synthetic activity skills." References [1] Blinova, T., & Vasilyeva, O. (2014). ALGORITHMS OF THE SOLUTION OF EXPONENTIAL AND LOGARITHMIC INEQUALITIES AS THE BASIS OF SYSTEM APPROACH TO THE STATEMENT OF THE MATHEMATICS COURSE AT PREPARATORY FACULTY. Vestnik of the Tula State University: Modern Educational Technologies, 13, 19-21. [1] Pushkaryeva, T. P., Stepanova, T. A., & Kalitina, V. V. (2017). DIDADTIC TOOLS FOR THE STUDENTS’ ALGORITHMIC THINKING DEVELOPMENT. The Education and Science Journal, 19(9), 126–143. https://doi.org/10.17853/1994-5639-2017-9-126-143 [3] Shaikina, V., & Sapozhnikova, N. (Eds.). (2016). Algorithmization of learning in mathematics as a key to developing metakognitive competences. Science Symbol: An International Scientific Journal, 6-2(18), 216-19 [4] Temerbekova, A. A. (2019). The adaptive system of teaching students mathematics using algorithmic schemes. Vestnik of the Mari State University, 13(2), 214–219. https://doi.org/10.30914/2072-6783-2019-13-2-214-219 [5] Temerbekova, A., Leushina, I., & Baikunakova, G. (Eds.). (2018). ALGORITHMIC APPROACH TO THE USE OF THE PROJECT METHOD IN VARIOUS EDUCATIONAL SYSTEMS. Distance Learning Technologies Conference, 117-123 [6] Bezunova T, Richter T, Sugrobova N, Chugainova L, Shestakova L. 2017. Types of working in forming analytic and synthetic activity skills in teaching the algebra course. Eurasia Journal of Mathematics, Sciences, and Technology Education 13(11):72577267 | ||