Methodology for the application of STEM-education technology in the study of physics

Abstract

This article presents a methodology for applying STEM-education technology in the teaching of physics at pedagogical universities in Kazakhstan. The proposed approach combines the 5E instructional model with project-based learning (PBL) to enhance student engagement, interdisciplinary thinking, and professional competence among prospective physics teachers. A case-based lesson on the topic “Friction: Force of Friction” was developed and piloted with third-year students specialized in physics education. The lesson incorporates real-world problem scenarios, inquiry-based experimentation, and collaborative mini-projects to foster skills in scientific reasoning, critical thinking, and the practical application of physics concepts. Observational data, student reflections, and portfolio assessments indicated increased motivation, deeper conceptual understanding, and the effective integration of STEM components. The study highlights both the pedagogical potential and implementation challenges of STEM in teacher training contexts, including the need for more structured support and curricular integration. The findings contribute to the conceptual framework for modernizing physics education through STEM methodologies and support the systemic development of STEM competencies in future educators.