Conference Agenda
Overview and details of the sessions of this conference. Please select a date or location to show only sessions at that day or location. Please select a single session for detailed view (with abstracts and downloads if available).
Please note that all times are shown in the time zone of the conference. The current conference time is: 19th Aug 2026, 20:21:34 EET
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11 SES 08 A: Learners' Engagement in STEAM and STEM Education
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11. Educational Improvement and Quality Assurance
Paper Developing Environmental Competencies of School Students in Biology through Inquiry-Based Learning 1: Nazarbayev intellectual school in Kokshetau, Kazakhstan; 2: Nazarbayev intellectual school in Petropavlovsk, Kazakhstan; 3: Shokan Ualikhanov University, Kokshetau, Kazakhstan Presenting Author:This study examines the role of inquiry-based learning (IBL) in biology education in developing environmental competencies among upper secondary school students. In the context of global sustainability challenges and international educational reforms, schools are increasingly expected to foster not only scientific knowledge but also environmental awareness, critical thinking, and responsible decision-making. The study addresses the following research question: How does implementing inquiry-based learning in biology education influence the development of environmental competencies among school students? To answer this question, the research aims to design and implement inquiry-based learning activities focused on environmental topics and to analyse their impact on students’ environmental knowledge, skills, attitudes, and engagement. The study is grounded in constructivist learning theory, which emphasises that learners actively construct knowledge through interaction with their environment (Piaget, 1973; Vygotsky, 1978). Inquiry-based learning aligns with this theoretical perspective by encouraging students to ask questions, investigate real-world problems, and reflect on their learning processes. In addition, the study draws on environmental education theory and the framework of Education for Sustainable Development, which highlights the importance of developing competencies necessary for sustainable behaviour, including knowledge, skills, values, and responsible action (UNESCO, 2017). The research contributes to international discussions on educational improvement and quality in science education by providing empirical evidence on the effectiveness of inquiry-based approaches in fostering environmental competencies. The findings are relevant for teachers, curriculum developers, and policymakers interested in strengthening sustainability-oriented practices in biology education across different educational contexts. Methodology, Methods, Research Instruments or Sources Used The study employed a mixed-methods research design within a multi-site action research framework. Participants included 66 upper secondary school students (Grades 11–12) from two schools located in Kokshetau and Petropavlovsk. Inquiry-based learning activities were implemented exclusively within biology lessons and focused on environmental topics such as ecosystems, biodiversity, pollution, and conservation. Data collection methods included questionnaires, pre- and post-tests, classroom observations, semi-structured interviews, and focus group discussions. Questionnaires consisting of 15 items were used to assess students’ environmental knowledge, skills, and attitudes. Pre- and post-tests measured changes in environmental competencies before and after the implementation of inquiry-based learning. Classroom observations were conducted across 12 lessons to examine student engagement, collaboration, and inquiry behaviours. In addition, semi-structured interviews and focus groups were carried out with selected students to explore their learning experiences in greater depth. Quantitative data were analysed using descriptive statistics and paired sample t-tests to identify changes in students’ performance. Qualitative data from interviews, focus groups, and observations were analysed thematically to identify key patterns related to students’ perceptions and inquiry processes. Conclusions, Expected Outcomes or Findings The findings indicate that inquiry-based learning has a positive impact on the development of environmental competencies among school students. Students demonstrated increased engagement in biology lessons, improved understanding of environmental concepts, and enhanced skills in problem-solving and critical thinking. The results also suggest positive changes in students’ attitudes towards environmental responsibility and sustainable practices. The study highlights the potential of inquiry-based learning to support student-centred and sustainability-oriented approaches in biology education. These findings may inform teaching practices, curriculum design, and professional development initiatives aimed at improving the quality of science education. Internationally, the study contributes to ongoing discussions on education for sustainable development by providing evidence from a school-based context. References 1.Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 99–107. 2.Piaget, J. (1973). To Understand Is to Invent: The Future of Education. Viking Press. 3.Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press. 4.UNESCO. (2017). Education for Sustainable Development Goals: Learning Objectives. UNESCO Publishing. 5.Bybee, R. W. (2006). Scientific Inquiry and Science Teaching. NSTA Press. 6.Bell, R. L., Smetana, L., & Binns, I. (2005). Simplifying Inquiry Instruction. The Science Teacher, 72(7), 30–33. 11. Educational Improvement and Quality Assurance
Paper Personalized Learning Based On The Type Of Students' Perception Of Learning Resources Nazarbayev intellectual school petropavlovsk, Kazakhstan Presenting Author:Research question: How does aligning instructional materials with students’ individual information-perception types (VARK learning styles) influence their ability to analyze educational information and improve learning achievements in high-school chemistry? Objective: To determine the influence of the correspondence of the form of presentation of educational information to the individual type of its perception by students (according to VARK) on the development of skills for analyzing educational information and improving academic achievement in the study of chemistry. Theoretical Framework of the Study Personalized learning, based on individual learning styles, has become a key focus of modern pedagogy. According to modern learning models, personalization involves adapting the content, presentation, and methods of learning to the individual characteristics of students, including their preferred learning style (Tomlinson, 2021; Pane, 2020). Research in cognitive psychology shows that students differ in the ways they process information, which influences the speed and depth of learning (Fleming & Baume, 2020). Considering learning modalities - visual, auditory, reading/writing, and kinesthetic - remains a common tool for adapting learning materials. Although some research criticizes rigid classifications of learning styles, current literature confirms that students have preferences in processing information, and adapting materials to these preferences can enhance engagement and the quality of learning (Cuevas, 2023; Leutner et al., 2022). According to research by Deborah & Kaminski (2021), traditional instruction that fails to account for differences in learning styles reduces engagement and limits the abilities of certain groups of students. Their findings demonstrate that tailoring the delivery of materials to students' preferences increases interest and engagement in the learning process. Modern research by Chimmalgi (2022), conducted in the field of anatomy teaching, shows that matching the format of a learning resource to a student's learning style (e.g., using interactive visuals for visual learners) improves academic performance and understanding. Additional evidence is provided by research by Nzesei (2023), which reveals a positive correlation between preferred learning styles and academic outcomes, making personalization an important tool for enhancing educational achievement. Despite these positive findings, contemporary empirical research (Wilkinson, 2021; Newton & Miah, 2020) suggests that the impact of learning style on academic success may be moderate or context-dependent. For example, Wilkinson's (2021) study found no consistent relationship between learning style and academic achievement in medical students, suggesting that effective learning depends less on the match between style and method than on the quality of instructional design. This emphasizes that personalized learning should be considered more broadly than simply matching "style" and "resource." Personalization also includes the pace of learning, level of support, types of activities, and the depth of cognitive load (Walkington, 2020). In the context of school chemistry, the quality of students' initial information processing is particularly important. High school students successfully master practical elements but struggle with analytical and explanatory tasks. This is due to the insufficient development of skills in working with text, tables, and graphs, as well as limited consideration of individual differences in the perception of educational materials. The implementation of personalized approaches based on the perception of educational resources contributes to: improved learning quality - by adapting materials to students' cognitive characteristics; increased engagement - as students receive information in a format convenient for them; development of metacognition - students recognize their preferences and choose the most effective strategies; professional development of teachers - educators are provided with tools for targeted instructional adjustments; the development of individual educational trajectories that align with global trends in the digital transformation of education. Methodology, Methods, Research Instruments or Sources Used This study focused on a personalized learning system based on each student's perception of educational resources, assessing its impact on developing information analysis skills and improving academic performance. An initial survey using VARK methods and J. Bruner's questionnaire was administered to 37 11th-grade students at the Nazarbayev Intellectual School of Chemistry and Biology. The survey included 16 test statements, for which students selected one of four possible answers. There was no time limit for completing the task, and the results were interpreted collaboratively with the teacher. To gain a deeper understanding of how students perceive educational material, semi-structured interviews were conducted with 15-20 students and focus groups of 6-8 participants were held to discuss information perception preferences and suggestions for adapting educational resources. During the experiment, students were provided with information in various formats (visual, auditory, textual, and practical) according to their individual preferences. Observations were conducted during 10–12 chemistry lessons to assess students' engagement, independence, and ability to analyze information. The effectiveness of personalized learning was assessed through a comparative analysis of academic performance before and after the implementation of adapted learning resources. Results from chemistry quizzes and topic-based tests were used as indicators. Descriptive and inferential statistics, including the Student t-test for independent samples, were used to statistically analyze the data, allowing for reliable conclusions about the impact of the personalized approach on the educational process. Conclusions, Expected Outcomes or Findings Organization of Personalized Learning Students were divided into four groups according to their VARK results. During chemistry lessons, they received learning materials tailored to their perception type: visual learners used diagrams, charts, maps, and flowcharts; auditory learners engaged with lectures, discussions, and oral explanations; read/write learners studied texts, manuals, notes, and instructions; kinesthetic learners worked with practical tasks, demonstrations, simulations, and case studies. Academic Performance Comparison of results before and after implementing personalized learning showed a clear improvement. The average chemistry grade increased from 4.2 to 4.6 (9.5% growth). The number of “5” grades rose from 2 to 10, while “4” and “3” grades decreased by 4 each. Positive trends were also observed in other science subjects: physics increased from 40.05 to 41.06 points, biology from 53.44 to 53.94 points, and chemistry from 40.08 to 43.2 points, the largest gain among the three. Engagement and Openness to Change Students’ engagement improved significantly: 85% reported increased interest in lessons, 70% became more active in classroom activities, and 90% in focus groups positively evaluated the changes implemented based on their feedback. Conclusion The study demonstrates that identifying students’ individual perception types and providing tailored learning resources supports advancement along personalized educational trajectories. Teachers should diversify and offer choices of resources to foster both innate and less-developed comprehension skills. Previous research (Koppenol-Gonzalez, Bouwmeester & Vermunt) indicates that students rarely switch between verbal and visual information processing over time, which may limit learning activities and reduce cognitive motivation. Differentiating students by perception type and allowing independent selection of materials increases engagement, motivation, and overall knowledge quality. The study highlights the importance of designing educational resources for school science education with careful consideration of content, structure, and presentation methods according to students’ learning needs and outcomes. References 1. Prince M., Felder R. (2007) The Many Faces of Inductive Pedagogy and Learning // College Education Science Journal. T. 36. - No. 5. - S. 14. 2. Deborah A., Kaminski P. J. (2005) Exploring the link between student learning styles & grades in an introductory thermal-fluids course. American Society for Engineering Education Annual Conference & Exposition, (pp. 10.508.1-10.508.16). 3. Chimmalgi, M. (2018). Off-line virtual microscopy in teaching histology to the undergraduate medical students: do the benefits correlate with the learning style preferences?.Journal of the Anatomical Society of India, 67(2), 186-192. 4. Barbe, W. B., & Milone, M. N. (1982). Teaching through modality strengths: Look before you leap. Student learning styles and brain behavior, 54-57. 5. Nzesei, M. M. (2015). A correlation study between learning styles and academic achievement among secondary school students in Kenya. Unpublished Master's thesis, Faculty of Education, University of Nairobi. 6. Wilkinson, T., Boohan, M., & Stevenson, M. (2014). Does learning style influence academic performance in different forms of assessment?. Journal of anatomy, 224(3), 304-308. 7. Amira, R., & Jelas, Z. M. (2010). Teaching and learning styles in higher education institutions: Do they match? Procedia-Social and Behavioral Sciences, 7, 680-684. 8. PISA 2015 Assessment and Analytical Framework: Science, Reading, Mathematics and Financial Literacy. (2016) Paris: OECD. 11. Magauova A.S., Ermekova Zh.K. (2019) Innovative educational technologies in higher education: Textbook. - Almaty: TechnoErudit, 192p. 12. Grønmo, L. S., & Olsen, R. V. (November 2006). TIMSS versus PISA: The case of pure and applied mathematics. In 2nd IEA International Research Conference. 13. Fleming, N. D. (2015). The VARK Questionnaire. Retrieved from Vark a guide to learning styles: http://vark-learn.com/wpcontent/uploads/2014/08/The-VARK-Questionnaire.pdf. 14. Guide to criteria-based assessment for teachers of basic and general secondary schools: Educational method. allowance. (2016) / Ed. O.I. Mozhaeva, A.S. Shilibekova D.B. Ziedenova. Astana: AOO "Nazarbayev Intellectual Schools", 56 p. 15. Oyama, Y., Manalo, E., & Nakatani, Y. (2018). The Hemingway effect: How failing to finish a task can have a positive effect on motivation. Thinking Skills and Creativity, 30, 7-18. 16. Dudley P. (2014) Lesson study: A handbook. 17. Sirazeeva, A. F. (2015). Person-Centered Approach in the English Language Teaching at the University. Procedia-Social and Behavioral Sciences, 191, 1754-1757. 18. Alfehaid, L. S., Qotineh, A., Alsuhebany, N., Alharbi, S., & Almodaimegh, H. (2018). The Perceptions and Attitudes of Undergraduate Healthcare Sciences Students of Feedback : A Qualitative Study. Health Professions Education, 4(3), 186-197. 11. Educational Improvement and Quality Assurance
Video Inquiry-based STEM Tasks as a Response to Poly-crisis: Developing Systems Thinking in Upper Secondary Students 1: Nazarbayev Intellectual schools (NIS Shymkent Abay), Kazakhstan; 2: Specialized boarding school N2 teaching in three languages Presenting Author:Contemporary societies are increasingly shaped by a poly-crisis, understood as the convergence of interconnected environmental, technological, economic, and social challenges. These complex and interdependent crises demand new educational approaches that prepare students not only to acquire subject knowledge, but also to analyse complexity, uncertainty, and systemic interrelations. In this context, developing systems thinking has become a central educational priority. Upper secondary education plays a crucial role in fostering such competencies, as students at this level are capable of engaging with abstract concepts, modelling, and interdisciplinary reasoning. However, traditional subject-based instruction often fragments knowledge and limits opportunities for students to explore real-world problems in their full complexity. Inquiry-based STEM education offers a promising response to these challenges. By integrating science, technology, engineering, and mathematics around authentic, problem-oriented contexts, inquiry-based STEM tasks actively engage students in questioning, investigating, modelling, and reasoning. When these tasks are explicitly designed around poly-crisis situations, they provide a meaningful context for understanding systemic relationships and unintended consequences within complex systems. Research question How do inquiry-based STEM tasks designed around poly-crisis contexts support the development of systems thinking in upper secondary students? Aim and objectives The aim of this study is to explore the potential of inquiry-based STEM tasks as an educational response to poly-crisis and to examine their role in fostering systems thinking in upper secondary education. The objectives of the study are to:
Conceptual and theoretical framework The study is informed by inquiry-based learning theory, which conceptualises learning as an active and constructive process driven by students’ questions, investigations, and reflections. Inquiry-based approaches are associated with deeper understanding and meaningful engagement with learning content. In addition, the research draws on theories of systems thinking, defined as the ability to understand complex phenomena by focusing on interactions, structures, and dynamic processes rather than isolated elements. Systems thinking is increasingly recognised as a key competence for addressing global challenges and supporting sustainable decision-making. The study is also grounded in STEM education and interdisciplinary learning frameworks, which emphasise the integration of disciplinary knowledge through problem-based and context-rich tasks. From this perspective, inquiry-based STEM tasks function as learning environments that support coherence, relevance, and transfer of knowledge. Methodologically, the research adopts a qualitative case study approach with elements of design-based research. This allows for the iterative development and refinement of inquiry-based STEM tasks while examining their implementation and educational effects in an authentic school context. Data sources include classroom observations, student artefacts, reflective writings, and teacher reflections. Expected contribution The study contributes to ongoing discussions on how education can respond to poly-crisis by promoting higher-order competencies. It offers empirical insights into the design and implementation of inquiry-based STEM tasks and their potential to support systems thinking in upper secondary students. The findings may inform teachers, curriculum developers, and researchers interested in interdisciplinary and inquiry-oriented approaches to education. Methodology, Methods, Research Instruments or Sources Used This study adopts a qualitative research approach with elements of design-based research and case study, allowing for the simultaneous refinement of inquiry-based STEM tasks and analysis of their educational effects in an authentic school context. The research is conducted in upper secondary classrooms. The focus is a series of interdisciplinary inquiry-based STEM tasks designed around poly-crisis contexts, integrating mathematics, physics, and technology. These tasks are implemented over multiple instructional cycles, enabling observation of the development and dynamics of students’ engagement and learning processes. Data collection employs multiple complementary instruments and sources: – Classroom observations focusing on students’ investigative activities, interactions, and reasoning processes; – Student artefacts, including worksheets, models, diagrams, calculations, and written explanations; – Student reflective tasks aimed at capturing understanding of systemic interconnections and potential consequences of decisions; – Teacher reflections documenting pedagogical adjustments, challenges encountered, and perceived learning outcomes. Data analysis is conducted using qualitative content analysis and thematic analysis. Analytical categories are derived from components of systems thinking, such as interconnections, dynamics, cause-effect reasoning, and modelling. Triangulation of multiple data sources enhances the reliability and validity of the findings. This methodological design allows for an in-depth examination of how inquiry-based STEM tasks contribute to the development of systems thinking in upper secondary students. It also provides insights into how such tasks can be adapted and integrated sustainably into regular educational practice. Conclusions, Expected Outcomes or Findings The study indicates that inquiry-based STEM tasks are an effective tool for developing systems thinking in upper secondary students. While engaging with complex poly-crisis contexts, students learn to identify interconnections, construct models, analyse cause-effect relationships, and evaluate potential consequences of decisions. These skills enhance critical thinking, planning, and systemic analysis abilities. During task implementation, students’ investigative skills develop actively: they systematically collect and organise information, test hypotheses, compare outcomes, and draw conclusions. Additionally, group and pair work foster communication and collaborative skills, contributing to social and research competencies. Teachers, in turn, revise their pedagogical strategies, applying new approaches to lesson planning, interdisciplinary integration, and improvement of learning quality. Inquiry-based STEM tasks support lesson flexibility, facilitate subject integration, and enhance educational outcomes. The educational contributions of the study include: – deep, meaningful, and research-oriented learning for students; – development of systems thinking through analysis of complex systems; – improvement of decision-making and consequence-evaluation skills; – support for teachers’ professional development and adoption of innovative methods. The findings provide practical recommendations for the sustainable implementation of inquiry-based STEM tasks in school practice, curriculum enhancement, and improvement of overall educational quality. They offer value for both students and teachers, enabling the resolution of complex problems and application of knowledge in real-life contexts. References Beers, S. Z. (2011). 21st Century Skills: Preparing Students for Their Future. Science Scope, 34(6), 54–59. Honey, M., Pearson, G., & Schweingruber, H. (Eds.). (2014). STEM Integration in K-12 Education: Status, Prospects, and an Agenda for Research. National Academies Press. weeney, L. B., & Sterman, J. D. (2000). Bathtub dynamics: Initial results of a systems thinking inventory. System Dynamics Review, 16(4), 249–286. Jacobson, M. J., & Wilensky, U. (2006). Complex systems in education: Scientific and educational importance and implications for the learning sciences. The Journal of the Learning Sciences, 15(1), 11–34. Barab, S., & Squire, K. (2004). Design-based research: Putting a stake in the ground. Journal of the Learning Sciences, 13(1), 1–14. McKenney, S., & Reeves, T. C. (2012). Conducting Educational Design Research. 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