Project–based learning in physics: enhancing motivation and engagement of secondary school students

Abstract

The article examines the project–based learning method as an effective tool for activating students’ cognitive activity in the study of physics in modern schools. The distinction between the classical project method and the contemporary understanding of projects as merely the final result of activity is emphasized. The main types of physics learning projects are described: applied, research, informational, role–playing, and creative, along with their didactic characteristics. An example of a research project on “Changes in Atmospheric Pressure in City Buildings” carried out in 9th–grade classes at School No. 9 in Kostanay is presented, demonstrating the step–by–step organization of students’ work and the results obtained. The focus is on student motivation, the development of research skills, independence, and socio–personal competencies through project–based activities.