International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE)

IJCRSEE Editorial Team; Alipina Kuralay; Zhuldyz Tergenbayeva; Zhadyra Kabatayeva; Zukhra Bolatbekovna; Amangeldi Nazerke; Zukhra Dautova

doi:10.23947/2334-8496-2025-13-2-439-453

Authors

Alipina Kuralay S.Amanzholov East Kazakhstan University (Ust-Kamenogorsk city, Republic of Kazakhstan) https://orcid.org/0000-0002-5397-3215
Zhuldyz Tergenbayeva Senior Lecturer of the department of biology, Sarsen Amanzholov East Kazakhstan University (Ust-Kamenogorsk city, Republic of Kazakhstan) https://orcid.org/0000-0001-8891-4066
Zhadyra Kabatayeva Sarsen Amanzholov East Kazakhstan University (Ust-Kamenogorsk city, Republic of Kazakhstan) https://orcid.org/0000-0003-2684-0086
Zukhra Bolatbekovna Sarsen Amanzholov East Kazakhstan University, (Ust-Kamenogorsk city, Republic of Kazakhstan) https://orcid.org/0009-0002-5707-6973
Amangeldi Nazerke Sarsen Amanzholov East Kazakhstan University, (Ust-Kamenogorsk city, Republic of Kazakhstan) https://orcid.org/0009-0001-4527-9557
Zukhra Dautova Sarsen Amanzholov East Kazakhstan University (Ust-Kamenogorsk city, Republic of Kazakhstan) https://orcid.org/0000-0003-2017-7009

DOI:

https://doi.org/10.23947/2334-8496-2025-13-2-439-453

Keywords:

scientific writing, scientific communication, research competencies, CiteSpace, forestry education, pedagogical experiment

Abstract

This article is devoted to the investigation and experimental validation of a model for developing scientific writing and communication skills among students majoring in “Forestry”. The study included a scientometric analysis of scientific publications using CiteSpace software, which revealed key areas of research such as argumentation, inquiry-based writing, scientific communication, and metacognitive components. In parallel with the analytical work, a pedagogical experiment was carried out, involving students from both experimental and control groups. The skills were assessed across eight aspects: formulation of the scientific problem, text structuring, source citation, clarity and logical coherence, use of scientific vocabulary, data interpretation, visualization of results, and justification of conclusions. The results demonstrated a significant improvement (on average, 35%) in all components among students in the experimental group, while the control group showed minimal changes. This confirms the effectiveness of the practice-oriented model, integrated into the educational process through research-based tasks. The findings can be applied in the development of educational programs and methods for training forestry specialists.

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