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Item Open Access ISSUES OF THE INTEGRATIVE STEM LESSON FOR SCHOOL(Faculty of Education & Humanities, 2024) Zhumashev A.; Bekenova G.; Satilmis H.Y.This study was designed to determine the level of STEM integration, particularly in chemistry lessons, and what difficulties/benefits this action may have. The study included 18 articles by different authors on different topics, but with one goal - STEM integration. The result showed that out of 18 articles, 16 partially contain the idea of integrating STEM methodology. In particular, 7 articles were designed to integrate STEM in high school. the rest were intended for teachers in general. None of the articles were intended for elementary school.Item Open Access Creating the Integrative STEM Lesson Unit Plan for 10th Grade Students(SDU University, 2025) Zhumashev A.This master's thesis examines the creation and implementation of an integrative STEM method in the educational process based on 10th grades through the use of a Unit Plan/Curriculum. The main purpose of the master's thesis is to introduce and evaluate the effectiveness of STEM methodology as a methodology capable of being integrated in educational institutions in Kazakhstan. Additionally evaluate and comprehensively study the aspects of the methodology based on the work of other authors in the literature review section. The study contains traditional teaching methods such as the use of modern teaching technologies, the use of digital tools, and practical processes during the lesson. In order to understand how familiar students are with the concept of STEM, a survey was conducted among 179 students of Colleges in Almaty. Also, based on the students' responses, a methodological guideline for teachers on the implementation of STEM with an emphasis on chemistry was created and a comparative analysis of two groups was conducted, one of which was taught the STEM methodology (experimental group) based on the methodological guideline and the group that was trained according to the traditional system. At the beginning and end of the training, two groups were tested to compare changes in the results. The results of the test study showed a positive trend in the assimilation of material and memorization in the experimental group, which was trained using the STEM methodology, as well as higher motivation for lessons and full involvement of students. As a result, this work can serve as a practical guide for integrating STEM methodology into the learning process and subsequent improvement for teachers who want to change the teaching format and try new things in teaching, thereby increasing student engagement in the learning process. According to the hypothesis, the introduction of STEM methodology will cause high student engagement and improve the quality of education