A METHODOLOGY FOR INTEGRATING THE PHYSICS COURSE IN GENERAL SECONDARY EDUCATION THROUGH STEM COMPONENTS AND IMPROVING ITS DIDACTIC SUPPORT

Abstract

The instructional value of the STEM approach in teaching physics in general secondary schools lies in linking theoretical content with a real-world problem, an experiment, a technological tool, an engineering solution, and mathematical analysis within a unified instructional process. The study is theoretical and design-oriented. Drawing on structural-functional analysis, pedagogical modelling, instructional design, and methods for aligning tasks with activity outcomes, it systematises a methodological model comprising objective, theoretical-methodological, content-integrative, technological-procedural, didactic support, and outcome-assessment blocks. Assessment is interpreted through cognitive, practical-performance, technological, engineering-creative, mathematical-analytical, communicative, and reflective criteria.