Keyword: «проектная деятельность»

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 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.

The article systematizes the theoretical and practical aspects of project-based activity for children and adolescents. It presents the stages of the project cycle, age-differentiated planning (7–18 years), role distribution within the team, as well as monitoring algorithms and multi-component assessment of outcomes. The transformation of the teacher's role from controller to facilitator is substantiated. Tools (start-lists, rubrics, checklists) are offered for use in school and supplementary education.