Аңдатпа
This study examines the effectiveness of an integrated teaching model that combines project-based learning (PBL), interactive simulations, and ChatGPT in the teaching of physics. This study was conducted in the context of teaching Rutherford’s atomic model and Bohr’s postulates, and it aimed to assess the impact of the proposed model on students’ academic achievement, the development of research skills, motivation to learn, engagement, and digital competence. A quasi-experimental pre-test–post-test design was employed involving 39 Year 11 students from a specialised secondary school with a focus on physics and mathematics in Kazakhstan. Participants were assigned to one control group (CG, n = 16) and two experimental groups (EG1, n = 12; EG2, n = 11). Academic achievement was assessed using a physics comprehension test, while students’ perceptions of the intervention were examined through a 16-item Likert-scale questionnaire administered to students in the experimental groups (n = 23). Analysis of covariance (ANCOVA) revealed a statistically significant effect of group membership on final test results after controlling for pre-test scores. Post hoc comparisons revealed significantly higher adjusted final test scores in EG2 than in the control group, whereas no significant differences were observed between CG and EG1 or between the two experimental groups. Normalised measures of knowledge gain were higher in both experimental groups than in the control group. Also, Hake’s gain showed improvement in learning outcomes. The results of questionnaires showed an overall positive perception among students. The findings are of significant importance for the training of future physics teachers. The model developed demonstrates the potential for the effective integration of project-based learning, digital simulations, and artificial intelligence tools into school science education.