| Lesson Code | Course Name | Class | Credit | Lesson Time | Weekly Lesson Hours (Theoretical) | Weekly Lesson Hours (Practice) | Weekly Class Hours (Laboratory) |
|---|---|---|---|---|---|---|---|
| GZASS 7215 | Research Methods | Бірінші курс | 5 | 150 | 1 | 2 | 0 |
To develop skills and knowledge in doctoral students about the methods of collecting, processing and analyzing information used in the performance of dissertations and writing scientific articles. This allows the student to choose qualitative and quantitative methods of research in their dissertation. It allows the student to understand the essence ask and solve scientific problems at the modern level of science.
pedagogical practice
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narrative, exchange of ideas, discussion, problem methods, reporting.
| 1 | (ОН1)-develops new knowledge in a special field, in the field of theory and methodology of professional education, predicts the social, economic and environmental consequences of implementing the results of ongoing scientific research into practice; |
| Haftalık Konu | Evaluation Method | |
|---|---|---|
| 1 | The meaning of the concept of the project method. The significance of the design method in physical research. | Ауызша және жазбаша |
| 2 | Methodological ways of organizing design-research activity. | Ауызша және жазбаша |
| 3 | Leading motivation in project research activities: Scientific innovation and curiosity. | Ауызша және жазбаша |
| 4 | The problem situation and its role in the organization of research activity | Ауызша және жазбаша |
| 5 | Reproductive and creative levels of educational research design | Ауызша және жазбаша |
| 6 | Pedagogical design: goals, stages, structure. | Ауызша және жазбаша |
| 7 | Creating a research program: research objectives and plan. | Ауызша және жазбаша |
| 8 | Analysis, evaluation and interpretation of research results. | Ауызша және жазбаша |
| PÇ1 | PÇ2 | PÇ3 | PÇ4 | PÇ5 | PÇ6 | PÇ7 |
|---|
| Textbook / Material / Recommended Resources | ||
|---|---|---|
| 1 | Эталонная модель компетентностей педагогического работника | |
| 2 | Mayring P. Qualitative content analysis: theoretical backgroundand procedures. In A. Bikner-Ahsbahs, C. Knipping, &N. Presmeg (Eds.), Approaches to qualitative research in mathematicseducation. Examples of methodology and methods, 2015. pp.365–380 | |
| 3 | Nadjafikhah M., YaftianN., Bakhshalizadeh S. Mathematicalcreativity: some definitions and characteristics. Procedia—Social and Behavioral Sciences, 2012. 31, 285–291. | |
| 4 | Weinert F.E. Concept of competence: a conceptual clarification.In D. Rychen & L. Salganik (Eds.).Defining and selectingkey competencies, 2001.pp. 45–65. | |
| 5 | Hattie J.A. Visible learning: A synthesis of over 800 metaanalysesrelating to achievement. London, UK: Routledge, 2009. | |
| 6 | Misbah Z., Gulikers J., Dharma S., Mulder M. Evaluating competence-based vocational education in Indonesia. Journal of Vocational Education and Training, 2019. | |
| 7 | Ожегов С.И. Словарь русского языка / под ред. Н.Ю.Шведовой. – М.: Рус.яз., 1989. – 924 с. | |
| 8 | Құдайбергенова К.С. Құзырлылық – білім сапасының критерийі: әдіснамасы және ғылыми теориялық негізі. –Алматы, 2008. -328 б. |