Abstract

This study introduces a methodological framework for integrating STEM technologies into secondary school chemistry through project-based learning. The research aimed to boost students’ interest and engagement in chemistry by involving them in a scientific project called “Water Purification Methods.” Eighth-grade students from Kazakhstani secondary schools participated in a three-month study to create accessible water filtration systems using everyday materials, such as gravel, quartz, and activated carbon. A key aspect of the project was the use of ReLab.A Lite software and digital sensors, allowing students to measure and analyze water quality indicators before and after filtration. The software offered a platform for real-time visualization of chemical changes, enhancing students’ understanding of scientific concepts through hands-on experimentation. Data analysis showed a clear reduction in chloride ions, potassium ions, ammonium compounds, and oxidation-reduction potential, confirming the effectiveness of the filtration methods. Besides scientific results, the project notably improved students’ STEM skills, such as critical thinking, data interpretation, and digital tool usage. The questionnaire results further confirmed increased student motivation, interest in chemistry, and appreciation of its relevance to real-world issues. The findings support the integration of STEM-based project learning as an effective approach to building scientific literacy and interdisciplinary skills in schools.