Keyword: «physics»

The article provides a comparative analysis of the didactic advantages of STEM education in comparison with traditional methods of teaching physics at school. The analysis of the results of comparison, qualitative and quantitative indicators in the implementation of STEM approaches in the study of physics is presented.

The article analyzes the important issue of the need to apply STEM teaching methods in the training of mid-level specialists in technical fields based on interdisciplinary connections, the application of theoretical knowledge in practice and the application of acquired knowledge in industrial practice, as well as participation in professional competitions.

The article discusses the possibilities of integrating the content of physical education and the tasks of patriotic education in the context of implementing the Federal State Educational Standard. It is shown that the history of Russian engineering thought is a powerful educational resource that allows students to develop a sense of pride in the achievements of Russian science and technology, respect for the work of engineers, and an understanding of the role of scientific knowledge in the development of the country. The paper presents practical tasks and project-based activities aimed at developing engineering thinking, civic responsibility, and a value-based attitude towards Russia's scientific and technological heritage.

The article analyzes the important problem of improving the quality of physics education in modern conditions, focusing on the need to take into account the individual characteristics of students and integrate innovative educational technologies. Using the example of the optics section of physics, the article describes the implementation of a differentiated approach using STEM technologies, such as interactive simulators, virtual laboratories, and project assignments. The study found that this approach promotes active student engagement in the educational process and improves their understanding of complex physical phenomena.

The article proposes a methodology for fostering engineering thinking among students in grades 7–8 within extracurricular physics education through the STEAM framework. The selection of this age group is substantiated by developmental considerations: the transition from concrete to formal operational thought and heightened responsiveness to hands-on, purposeful activity. The methodology is grounded in problem-based project work, wherein physical laws are not taught as isolated facts but as tools for designing functional technical solutions. Core components include an iterative design cycle (concept → prototype → testing → reflection → refinement), integration of scientific, engineering, technological, and artistic–design elements, and emphasis on locally relevant, socially meaningful challenges. Pedagogical implementation conditions and potential instructional pitfalls are discussed. The approach aims not at teaching isolated technical skills, but at cultivating a sustainable engineering mindset – the capacity to recognise in natural phenomena a foundation for rational and responsible transformation of the world.