Camtree цифрлық кітапханасы

uggling with conceptual understanding and higher-order thinking. To address this, teachers introduced Buzan’s Mind Mapping technique to enhance information retention and connections between concepts. Additionally, the PRES formula was used to help students structure their responses logically, improving articulation and reasoning. These strategies aimed to foster deeper learning, critical thinking, and problem-solving skills, addressing challenges observed in both formative and summative assessments. Aims: The primary goal was to explore how mind maps could improve students' interpretation and analysis skills. Research questions: 1) How can mind maps help to improve students' interpretation skills? 2) How can the use of PRES formula improve students’ analysis skills? Study design or methodology: The study was conducted using Lesson Study, as described by Dudley (2011), focusing on enhancing students’ knowledge and skills in key subjects by studying and improving teaching practice. The research involved co-planning, conducting a cycle of lessons, analysing, and summarizing the results. Two computer science teachers and one mathematics teacher participated, implementing three lessons using mind maps and the PRES formula. Each lesson involved 16 students aged 15-16, with all focal students participating in every lesson. Findings: The findings indicated a notable improvement in both student engagement and comprehension. Students demonstrated a deeper understanding of the material, improved their ability to connect ideas across different topics, and exhibited greater confidence in problem-solving tasks. For instance, some students’ summative assessment results increased, reflecting enhanced retention and application of knowledge. Qualitative observations also highlighted that students were more actively participating in discussions, asking higher-order questions, and demonstrating improved critical thinking skills. These results suggest that the combination of mind mapping and the PRES formula contributed to more effective learning strategies, leading to measurable academic growth. Conclusions, originality, value and implications: The study demonstrated that mind maps and the PRES formula effectively improve not only students' interpretation and analytical skills but also enhance teachers' professional growth. Teachers developed deeper collaboration, embraced active learning methods, and integrated mathematics and computer science more creatively. Future research will focus on the implementation of the PRES and mind mapping strategies as tools for differentiated instruction, aimed at supporting the diverse needs of learners, including both gifted and struggling students.

ly recalling facts. Based on Bloom’s Taxonomy, these questions encourage critical reasoning, problem-solving, and argumentation skills by prompting learners to interpret information, justify opinions, and explore multiple perspectives. Research shows that higher-order thinking questions significantly foster these skills and improve students' ability to present arguments effectively (Bloom, 1956; Anderson & Krathwohl, 2001). This study examines how such questions help students construct arguments, support claims, and critically analyze different perspectives. Aims: The purpose of this study was to investigate the role of higher-order thinking questions in developing argumentative skills in secondary school students, with a particular focus on question frameworks that promote critical discussion and evidence-based reasoning. Study design or methodology: The study involved 25 secondary school students, aged 15 to 17, from various socioeconomic backgrounds. Conducted over one academic semester in a classroom setting, data collection included pre- and post-assessments, classroom observations, and structured interviews with students and teachers. A question bank based on Bloom’s Taxonomy was used to promote higher-order thinking. Data were analysed using thematic coding. Findings: The results showed that students exposed to higher-order questions demonstrated some improvement in their argumentative skills, including clearer argument structure, better use of evidence, and more thoughtful evaluation of different viewpoints. These findings suggest that structured questions may support the development of students' critical thinking and argumentation, though further research with a larger sample would be needed to confirm the extent of this impact. Conclusions, originality, value and implications: This study enhances the understanding of instructional approaches that support higher-order thinking. Using Bloom’s Taxonomy as a question framework provides educators with a valuable tool for fostering critical thinking in the classroom. The findings offer important implications for curriculum design, instructional practices, educational policy, and teacher training (Pellegrino & Hilton, 2012), reinforcing the need to integrate such questions into the educational process to encourage deep learning and critical reasoning.

lity and performance to one that values persistence, progress, and collaborative learning. Within high-stakes educational contexts like Kazakhstan, where academic success is often equated with innate ability, the need for practical strategies to support student confidence and engagement is particularly pressing. Aims: The study aimed to explore the question: How does effort-based feedback promote student engagement in learning? Specifically, it examined how praise focused on effort and persistence influenced students’ confidence, participation, and willingness to take risks in a 10th-grade physics classroom. Design and Context: This lesson study was conducted with a class of 12 tenth-grade students (ages 15–16) at Nazarbayev Intellectual School of Physics and Mathematics (NIS PM) in Astana, Kazakhstan. The class was selected for its mixed academic performance and observable disengagement, particularly due to fear of making mistakes. The entire class participated in the intervention, which spanned three research lessons focused on radioactivity. Six teachers from multiple disciplines (physics, mathematics, English, and history) collaborated in planning and reflecting on each lesson. Activities were designed to encourage effort, collaboration, and comfort with learning through mistakes. Observations focused on three case students representing high, average, and low academic performance. Methods: The research followed a three-cycle lesson study format: collaborative planning, classroom teaching and observation, and reflective discussion. Teachers prepared personalized effort-based praise statements in advance but adapted these based on real-time student responses. Feedback was delivered during and after group work and problem-solving activities. Observations and student interviews captured changes in engagement, confidence, and participation. All data were collected during regular classroom instruction. Findings: The use of effort-based feedback led to visible increases in student engagement, particularly among students who had previously been hesitant or underperforming. Teachers also noticed a shift in classroom atmosphere: students took more risks, asked more questions, and supported one another. The collaborative, interdisciplinary approach enabled teachers to see how growth mindset strategies could be transferred across subjects. Conclusions: Effort-based feedback is a powerful tool for increasing student engagement, especially in settings where fear of failure limits participation. This study highlights the importance of tailoring praise to students’ behaviours and developmental needs, and of using interdisciplinary collaboration to design supportive learning environments. Teachers reported that this approach led to more meaningful feedback, improved relationships, and a stronger sense of community in the classroom.

tes subject knowledge and academic language across Kazakh, Russian, and English. Despite its importance, challenges such as inconsistent joint planning (JP) and misalignment of linguistic and content objectives persist. Research by Mehisto et al. (2017) and Coyle et al. (2010) highlights the transformative potential of collaboration between subject and language teachers in enhancing CLIL. However, little is known about these processes in Kazakhstan’s multilingual education context. This study explores how systematic collaboration improves teaching practices and student outcomes. Aims: This study aimed to explore how joint lesson planning and co-teaching enhance students' academic language proficiency in Chemistry. It investigated the impact of collaborative instructional strategies, shared resources, and structured scaffolding on student learning across different ability levels. The research also sought to refine teaching approaches that help students construct clear, well-structured scientific explanations and effectively use subject-specific terminology in multiple languages. Study design: The study was conducted with Chemistry and language teachers at NIS, involving nine Year 11 students (aged 16-17) in a series of three research lessons (RL1, RL2, RL3). Data were collected through teacher interviews, classroom observations, and student assessments. Collaborative lesson planning sessions were held to co-develop instructional materials, including structured writing templates, terminology guides, and guided questioning strategies. The impact of these interventions was measured by comparing pre- and post-intervention student performance in Chemistry-related analytical writing and scientific discussions. Findings: The study revealed notable improvements in students’ ability to integrate Chemistry-specific academic language into structured responses. Students demonstrated enhanced comprehension and writing skills, particularly in lab reports and extended explanations. The use of scaffolding techniques, peer discussions, and co-teaching strategies contributed to this progress. High-achieving students displayed strong analytical writing skills, while average and struggling learners benefited from structured templates and guided questioning to improve clarity and coherence Conclusions, originality, value and implications: The research provides a practical model for integrating content and language objectives. Future teaching will prioritize structured collaboration and shared resource development, with regular JP sessions to strengthen CLIL practices. These findings offer valuable insights for further development of effective CLIL strategies across subjects

, there was little rapport between students as some of them were quite dominant compared to their shyer classmates. Aims: We aimed to investigate how we could improve students’ argumentative skills in speaking and writing activities in the context of ESL lessons. Further, we wanted to encourage more active collaboration among our students. Study design or methodology: The research was conducted among 8th grade students over three consecutive English lessons during the academic year. A focus group, which consisted of a group of language teachers, observed these research lessons. We used observation, interview, and survey to collect the data. As research instruments we used questionnaires, scales, check lists, and observation forms. Findings: The results show that encouraging collaboration and active discussion among students improved their reasoning skills. Further, the class rapport became more friendly and helpful. The teachers’ observation revealed that students’ justification of their opinions became more confident and fluent, currently they analyse information faster and use stronger arguments in speaking and writing. Conclusions and implications: Collaborative activities proved to be effective methods to improve students’ argumentative skills. Putting students with similar English levels in groups had a positive impact on their learning gains. This lesson study project helped teachers to reconsider how they work on students’ skills development and provided some useful insights on how to organise their collaboration effectively. Further study will focus on the teacher's role in promoting an active collaboration among students in the ESL context.

the external summative assessment, which aligns with international CIE Cambridge A-level standards. These assessments require advanced skills in reasoning, evaluation, and writing well-structured responses, areas where students often face challenges. Given the importance of preparing students to succeed in these assessments, the study focuses on addressing skill gaps and fostering the competencies necessary for academic success. Aims: The study specifically focuses on how effective questioning techniques can enhance students’ abilities to analyse, plan, write well-reasoned conclusions, and evaluate information effectively. The primary objective of this study is to prepare students for the demands of external summative assessments. Study design or methodology: This study was conducted during 2023-2024 academic year with eight Year 11 students (aged 16-17), through collaboration between Chemistry and English language teachers. Lessons integrated CLIL (Content and Language Integrated Learning) strategies to build subject knowledge alongside analytical writing skills. Data collection included summative assessments, teacher observations, and student feedback to evaluate the effectiveness of questioning techniques in improving student readiness for the external summative assessment. Findings: The findings demonstrate that effective questioning strategies significantly enhanced students' skills in planning responses, constructing conclusions, and evaluating information critically. These strategies contributed to improved performance in both short-answer and extended-response tasks, which are integral components of the external summative assessment. The approach also demonstrated potential for broader application across all year level to support long-term academic development. Conclusions, originality, value and implications: This study highlights the importance of effective questioning strategies in preparing students for the external summative assessment. By improving essential skills such as planning, evaluation, and conclusion-writing, the study contributes to the school’s mission of fostering independent learners and critical thinkers. Future work will focus on refining these techniques and providing targeted support for struggling learners, ensuring consistent progress across all year level.

h, English, and World History. A key challenge observed was that students struggled to form well-reasoned statements, provide appropriate evidence and examples, identify key points in texts, and recognize cause-and-effect relationships. The study aimed to address these difficulties by introducing tables as a structured tool for organizing textual analysis and improving argumentation skills. Aims: The primary goal was to develop students’ analytical thinking skills by improving their ability to compare, generalize, construct logical reasoning, fully comprehend texts, and draw conclusions based on textual analysis using structured tables. Study Design or Methodology: This research followed a Lesson Study approach, involving the observation of three lessons. A qualitative research design was applied, including classroom observations, student interviews, and a pre-study survey. Before starting the research, a survey was conducted to assess students' challenges in working with texts, particularly in identifying key ideas, structuring arguments, and providing evidence-based reasoning. The term ‘difficulty working with texts’ refers to students’ struggles in extracting relevant information, organizing their thoughts logically, and articulating well-supported arguments. Findings: The structured tables implemented for analysing information in texts were effective, as students learned to systematically identify key ideas, organize supporting evidence, and construct well-reasoned arguments. The study found that students developed critical thinking by recognizing their own opinions, reflecting on different perspectives, and using relevant argumentative evidence. Students generated their own argumentative statements based on the structured analysis, rather than relying on pre-prepared responses. Conclusions, Originality, Value, and Implications: The findings suggest that structured tables can be a valuable tool for improving students’ argumentation skills across multiple subjects. The approach provided a clear framework that helped students move from basic comprehension to higher-order thinking skills, which are essential for academic success. These results indicate that similar strategies could be effectively applied in other disciplines and educational settings. The study highlights the need for structured scaffolding in teaching argumentation, with a gradual transition toward independent analysis and reasoning. Future practice will focus on refining this approach and exploring its effectiveness in different learning contexts.

. By placing scrambled lines of code into the correct sequence, Parson’s Puzzles aim to reduce frustration and highlight the core logic of programming in a more game-like format. The interactive and hands-on nature of these puzzles aims to make programming more accessible, engaging, and effective for diverse learners. Aims: The primary aim of this research is to evaluate the impact of integrating Parson’s Programming Puzzles on student engagement in computer science lessons, perseverance in solving coding problems, and understanding of coding logic and programming skills. A secondary aim is to investigate how collaborative lesson planning and reflection (the lesson study approach) can further optimize these teaching strategies. Study design or methodology: Participants in the study included 15 secondary school students (aged 15–17) enrolled in computer science classes at Nazarbayev Intellectual School, Atyrau, Kazakhstan. Three research lessons were observed over a period of three weeks. Lessons were designed collaboratively by a team of educators using Parson’s Puzzles to address specific learning objectives. Data collection methods included classroom observations to evaluate student engagement and interaction, pre- and post-assessments to measure improvement in problem-solving and coding skills, and student surveys and interviews to gather qualitative feedback on their learning experiences. The collected data were analysed using both quantitative (assessment scores) and qualitative (thematic analysis of interviews and surveys) methods. Findings: Group A (High Performers) demonstrated significant improvement in problem-solving strategies and actively engaged with complex puzzles. Group B (Intermediate Learners) developed a better understanding of coding logic and structure, finding the puzzles a balance between challenge and support. Group C (Lower Performers) reported reduced frustration with coding and increased persistence in completing tasks. Conclusions, originality, value and implications: Integrating Parson’s Programming Puzzles within a lesson study framework fosters engagement, persistence, and improved coding outcomes in diverse learner groups. This approach provides educators with an innovative, hands-on method to address common challenges in programming education. The findings contribute to instructional practices, highlighting the value of collaborative lesson planning and innovative tools in enhancing computer science education. Future research could explore the long-term impact of this method and the integration of puzzles of varying complexity.

al abilities necessary for life. This study shows the possibilities of developing students’ research skills in English lessons at a young age, when they are in grade 7. Aims: The aim of this research is to apply story-based learning approach at the English lessons and to explore how it can help develop learners’ research skills such as making up questions, carrying out interviews, and identifying problems. Study design or methodology: This is a lesson study research aimed to improve teaching and learning outcomes. The participants of the study were grade 7 students. There were 16 students aged 12-13 from 2 different groups. 4 English teachers observed the lessons and provided feedback. The research data were collected with the aid of surveys, interviews with students and lesson observation. Students’ feedback was also used. All the research methods helped to identify whether students liked the process, what they learned and how stories helped to develop their certain skills. The pre-research data that were collected with the help of a survey helped to identify whether it is appropriate to use the story-based learning approach with grade 7 learners. Conclusions, originality, value and implications: Stories can be a great source for developing young learners’ research skills. Stories can be efficiently used for creating relevant questions, interviewing each other, identifying the problem and proposing solutions. Progress in language acquisition can be seen both in more able and struggling students. However, this requires a lot of effort and creativity from the teacher because he/she needs to develop activities that are targeted at developing young learners’ research skills.

a lack of correlation between student learning and practical work. The main improvement focuses on understanding how students can optimise practical learning. Aims: Establishing how effective and focused practical experiments enable students to develop critical thinking skills, improving their analysis and conclusion skills. Method: The study design included a total of 11 students from grade 9 (ages 14-15). The context was Biology laboratory lessons and the data collected via survey and rubric based observations. Some pre- and post-lesson interviews were used, further expanding on the data obtained. Topic specific worksheets were created to match the lesson study outcomes. The lesson study spanned over four terms, observing six Biology laboratory lessons, three of which are discussed in this article. The data was analysed using baseline assessments from the first lesson skill level results. This constituted the analysis of levels at the start of the school year, followed by post- and pre-measurements, while correlating the progress of skills over multiple lessons. Progress as a whole and between lessons were compared to monitor skill developmental progress. Findings: The results indicated that students demonstrated increased interest and engagement in biology when participating in hands-on laboratory experiments, leading to a more active learning environment. Due to active participation by students and specific skill focus planning, the skill levels showed significant improvements over the successive lessons. Conclusions, originality, value and implications: In conclusion, this process takes time to show results but could show results that are long lasting with continued implementation and can be transferred to later grades. Transferability is valuable since students move into more difficult subject levels but would be able to use the skills developed during grade 9 and continue improving. Both educators and students benefit from these results as the skills align more closely with those needed to pass AS and A level courses.