On Assessing the Relevance of Teaching Materials Created by Future Teachers of Natural Science Subjects as Part of Their Final Qualification Works

Aim. To present practical experience in assessing the relevance of methodological developments created by future science teachers (biology, chemistry, and physics) as part of their final qualification projects. These developments are aimed at developing students’ natural-science understanding of the world and engineering thinking. The article presents criteria and describes the procedure for expertly assessing the relevance of methodological developments, implemented as part of the “Prosvet” student project competition, organised at the Federal State University of Education in 2026.

Methodology. The study uses a practice-oriented (problem-predictive approach) method to determine the relevance of methodological developments for future teachers of natural science subjects, reflecting the level of their professional readiness for teaching, in terms of developing and implementing methodological materials in the learning process aimed at forming a natural science picture of the world and developing scientific and technical (engineering) thinking of schoolchildren.

Results. The scientific results presented in the article make a significant contribution to the study of the practical relevance of methodological developments of students of the pedagogical bachelor's degree, the application of which can be aimed at the formation and development of a natural science picture of the world and scientific and technical thinking among schoolchildren. The application of a practice-oriented approach to assessing the relevance of methodological developments involves the use of expert assessments to identify typical problems (difficulties) encountered by graduating departments of pedagogical universities in the process of determining the relevant topics of final qualifying works of students of the pedagogical bachelor’s degree.

Research implications. Methodological developments are created by students majoring in pedagogical bachelor’s degree as part of the final qualification work and can be presented in the process of demonstrating pedagogical competencies in the context of the state final certification. The results presented in the article may be in demand at the stage of preparing students for this procedure. In addition, the presented research results make a significant contribution to the definition and formulation of uniform methodological requirements for the final qualifying works of future teachers of natural science subjects, primarily in terms of the implementation of the experimental part of the work (a Bachelor’s end project).

Conclusions. To successfully cope with the current challenges of our time, future teachers of natural science subjects need not only theoretical training, but also practical professional readiness to carry out teaching activities in a school environment based on deep knowledge of the subject, mastery of its teaching methodology and personal research experience. In this regard, the requirements for the professional training of future teachers of natural science subjects are changing, which is impossible without the inclusion of students of a pedagogical bachelor’s degree in scientific and pedagogical research, requiring creative methodological developments and subsequent evaluation of the effectiveness of their application in order to form a natural science picture of the world and engineering thinking among modern schoolchildren.

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