Challenges of Science

Materials of International Practical Internet Conference “Challenges of Science”

ISSN ISSN 2707-9481, ISBN 978-601-323-252-2, 22 November 2021, Issue IV


Title:  Processing the results of space observation of the processed areas of Karaganda

 Authors:   Alimzhanova A., Kadylbekova Kh.    

Abstract:     The article is devoted to the development of a method for tracking deformation in the underworked territories of Karaganda based on the data processed by radar images from the ENVISAT satellite. The article provides an overview of the use of modern radar satellite systems. The step-by-step search of archival data on the territory of Karaganda in the Eoli-sa program is described. The processing of radar images from the ENVISAT satellite for the period from 2003 to 2010 in the SARscape module of the ENVI software package is described in detail. Based on the processed data, graphs of dynamic processes were compiled. The analysis of the results of interferometric processing of radar data is performed. Traditional and modern methods of tracking the deformation of underworked territories are also analyzed.

Keywords: satellite radar interferometry, landscape changes, observation of geodynamic processes, radar data, processing of space images, motion interferomogram.

Cite this article as: Alimzhanova A.; Kadylbekova Kh. (2021). Processing the results of space observation Of the processed areas of Karaganda. Challenges of Science. Issue IV, 2021, pp. 5-11. https://doi.org/10.31643/2021.01  



Title:  Constructivist approach in pedagogical science

 Authors:   Arpentieva M.R..; Retnawati H.; Akhmetova T.A.; Azman M.N.A.; Kassymova G.K.     

Abstract:     The article examines the problems of constructivist understanding of education, the innovations, opportunities and limitations that the constructivist model of the pedagogical process offers. The aim of the work was to analyze the constructivist model of education and those innovations and prospects for understanding the modern educational process that the constructivist approach brings. Constructivism changes the view of teachers and other scientists and practitioners in their view of what is happening in the relations of people in education. Due to its controversial nature, the development of the ideas of constructivism in the context of the development of educational ideologies and technologies leads to the reconceptualization of the traditional model of education, and the constructionist model of education itself can and should become the object of systematic methodological, theoretical, empirical and applied research. Any of the educational approaches available now can be disclosed as an example of a constructivist model of education, the leading features of which are the dialogic nature of education, the focus on understanding the inner and outer world in dialogue with significant other people, the consideration of such a dialogue as a process of building a person's own life world and himself, as a creative "rediscovery" of the basic truths of human existence, as the adoption of socially and personally significant decisions in a situation of educational, professional, life choice.

Keywords: education, pedagogical process, constructivist approach, intersubjectivity, reflexivity, consensus.

Cite this article as: Arpentieva M.R..; Retnawati H.; Akhmetova T.A.; Azman M.N.A.; Kassymova G.K. (2021). Constructivist approach in pedagogical science. Challenges of Science. Issue IV, 2021, pp. 12-17. https://doi.org/10.31643/2021.02   



Title:  How to Integrate STEM Education in The Indonesian Curriculum? A Systematic Review

 Authors:   Arlinwibowo J., Retnawati H., Kartowagiran B.     

Abstract:     STEM education has received a lot of attention, including in Indonesia, because it is considered capable of preparing competitive students in the 21st century. However, the implementation of STEM learning is constrained because there are no standard guidelines according to the curriculum 2013 (education curriculum in Indonesia). Therefore, the aim of this study is to find an integration formula for STEM learning and the curriculum 2013 based on the synthesis of various literature to find a formula for implementing STEM learning in accordance with the curriculum 2013. This study is a systematic review. The data sources in this research are 46 selected literatures and relevant to the research objectives published between 1996 and 2020. The data sources are literature published in ISBN books, government documents, and journals. The data collected from the literature were analyzed with a thematic model starting with data introduction, initial coding, compiling code within a theme, analyzing themes, naming themes, and relating findings to research questions. The research resulted in a learning step that combines EDP in STEM, the scientific approach in the 2013 curriculum, and project learning steps. The merger produces a guideline for implementing STEM learning in the 2013 curriculum starting from problem identification, making problem-solving designs, design realization, testing and studying product deficiencies, improving products, drawing conclusions, and communicating the findings of the learning process.

Keywords: STEM Education, Indonesia, Curriculum, Teaching Activity.

Cite this article as: Arlinwibowo, J., Retnawati, H., & Kartowagiran, B. (2021). How to Integrate STEM Education in Indonesian Curriculum? A Systematic Review. Challenges of Science. Issue IV, 2021, pp. 18-25. https://doi.org/10.31643/2021.03



Title:  Upgrading Quality of Learning with E-Learning System

 Authors:   Kassymova G.K., Vafazov F.R., Pertiwi F.D., Akhmetova A.I., Begimbetova G.A.     

Abstract:     This article studies different ways of learning. Behavioral, cognitive, constructivist learning, multiple learning styles, e-learning, and brain-based learning are interrelated with each other and teachers should ensure that all students should be involved in all types of learning styles to get learning outcomes. The Covid-19 pandemic has forced governments around the world to implement policies to limit face-to-face meetings with community activities. This makes community activities carried out virtually. It also happens in the education system, teaching and learning activities which are usually carried out in classes face to face, this time has to use the internet as a learning medium. E-learning environments create lessons interactive. Knowledge is integrated from many different sources when students are learning something. The result of this study by analyzed ways of learning is five learning approaches. The stages of learning approaches are student to be active, engaged in the learning process, increase previous knowledge, explore the situation, and be motivated. Nevertheless, the use of the internet for learning or e-learning also cannot be separated from various deficiency and emerging issues within the higher education context.

Keywords: education, e-learning, students, approach, and teachers.

Cite this article as: Kassymova, G.K.; Vafazov, F.R.; Pertiwi, F.D.; Akhmetova, A.I.; Begimbetova, G.A. (2021). Upgrading Quality of Learning with E-Learning System. Challenges of Science. Issue IV, 2021, pp. 26-34. https://doi.org/10.31643/2021.04