To thrive in a dynamically changing world, it is necessary to develop research skills. Because research skills help people to think critically and evaluate the information they receive. The ability to conduct research and analyze data helps us distinguish true and reliable information from fake news and manipulation, independently search for new information, analyze it and apply it to our work or personal life.

Research skills promote innovation and the development of new ideas. Research allows us to discover new knowledge and discover new aspects in all areas. As a result, thanks to this, society can develop and improve its standard of living, can solve complex problems, and find innovative solutions to existing problems.

A quality science, technology, engineering, and mathematics (STEM) education is vital to students' future success. Integrated STEM education is one way to make learning more connected and relevant for students. There is a need for further research and discussion on the knowledge, experience, and training that teachers need to effectively teach integrated STEM education [1].

STEM education integrates various subjects - science, technology, engineering, and mathematics. This helps students understand how these subjects are interrelated and applied in practice.

STEM education is also designed to prepare students for current and future professions related to science, technology, engineering, and mathematics fields. This allows students to be competitive in the labor market and successfully adapt to rapidly changing technologies.

The goal of STEM education is to create scientifically literate people who can survive in the global economy [2].

Action research was conducted in middle and high schools over a 3-year period to improve teaching practice and develop students' research skills through the integration of science subjects [3]. The study was conducted at the Nazarbayev Intellectual School of Chemical and Biological Directions in Almaty by teachers of natural science subjects: chemistry, biology, physics, computer science, geography, and mathematics. Middle and high school students (150 students from grades 7 to 11) took part in the study.

The purpose of the study was to develop students' research skills in two ways:

1. Conducting integrated lessons (20) of chemistry, biology, physics, computer science, geography, and mathematics through “Problem based Learning” and “Project based Learning”.

2. Development of scientific STEM projects (18) through “Project based Learning”.

Students in most secondary schools struggle with learning math and science. [4]

A total of 150 middle and high school students and 6 subject teachers took part in the study. A survey of students was conducted to identify difficulties in extracurricular scientific design.

Based on the results of the survey, it was revealed that 92% of students experience difficulties in carrying out scientific project work. 85% of students indicated that they needed help from the teacher when planning and executing scientific design. Also, 73% of students noted that overload with academic subjects and lack of time make it difficult to successfully complete scientific design.

To the open question “What skills and knowledge are needed to successfully complete projects?” Students rated the following three research skills as the most important:

1. Determination of the topic (area) of research.

2. Planning and conducting scientific research.

3. Determining the novelty of the research.

In this connection, the authors decided to develop an algorithm for conducting scientific design by schoolchildren and developing students’ research skills in lessons and extracurricular activities.

The teacher-authors planned integrated lessons in chemistry, biology, physics, computer science, mathematics and geography using elements of STEM education to develop the research skills of middle and high school students. Laboratory and practical work was carried out according to the proposed algorithm. The lessons were carried out based on the problematic question, then the students formulated a hypothesis for solving the problematic issue. During the lesson, students complete a series of tasks prepared by the teacher. Solutions to these problems lead students to solving the problematic question asked at the beginning of the lesson. Design was implemented in class through the implementation of mini-project tasks with the creation of the final product, as well as through extracurricular work - scientific design. In the 11th grade, a STEM chemistry lesson was held, integrated with biology and ICT on the topic “Alcohol production”. The purpose of the lesson was to study the fermentation process. Students in groups independently planned and carried out an experiment, observed the fermentation process under different conditions, recorded the results of the study and presented them in the form of a graph, EXCEL table using ICT skills. At the end of the lesson, students determined the optimal conditions for producing alcohol and compared them with the industrial method of ethylene hydration. In the 9th grade, another STEM mathematics lesson was held, integrated with biology, geography, and ICT on the topic “Geometric progression”. Students were offered tasks related to life situations. So, for example, they looked at the example of the growth of bacteria, the spread of disease, and the growth of the population in each micro district in geometric progression. In the 11th grade, a STEM biology lesson was held, integrated with chemistry, physics and geography and art on the topic “Occurrence of oncological neoplasms.” The purpose of the lesson was to identify factors that cause cancer development. Students in groups investigated the destruction of the ozone layer, the mechanism of destruction of ozone to oxygen under the influence of CFC and proposed an alternative solution to the problem. Another group of students researched the influence of bad habits that cause cancer and suggested ways to solve the problem. Students in the third group studied the process of the appearance of a cancer cell at the cellular level because of disruption of the cell cycle.

As a result of the research, the authors came to the following conclusions. The lessons, based on problem-based learning, allowed students to develop problem-solving skills, which gives them the opportunity to confidently make decisions when faced with problematic everyday tasks. Students prepared scientific projects under the guidance of subject teachers using the proposed algorithm for conducting scientific research. The result is the participation of students in scientific project competitions among schoolchildren. A series of STEM lessons developed students' research skills. Carefully planned lessons together with colleagues created conditions for students to solve assigned tasks and problematic issues and achieve lesson goals, as well as create mini projects in class. The algorithm proposed by the authors for conducting laboratory and practical work allowed students to successfully plan and conduct research on time. Based on the lessons taught and the projects prepared, students demonstrated their research skills, because of which students can independently plan and conduct experiments, explore the mechanisms and patterns of natural phenomena and processes, and can use the acquired knowledge in solving situational problems and problematic issues. We consider the results of the study successful, since the developed teaching method, correctly selected resources, and assessment tools correspond to the goals and expected results of the study of practice in action and are confirmed by the achievement of learning goals by all students. As a result of processing the data obtained, practical recommendations were proposed - algorithms for teachers to develop students' research skills.

1.Considerations for Teaching Integrated STEM Education Micah Stohlmann, Tamara J. Moore, and Gillian H. Roehrig University of Minnesota, Twin Cities. Journal of Pre-College Engineering Education Research 2:1 (2012) 28–34. DOI: 10.5703/1288284314653 2.Karahan E., Canbazoglu Bilici S., Unal A. Integration of Media Design Processes in Science, Technology, Engineering, and Mathematics (STEM) Education //Eurasian Journal of Educational Research. – 2015. – Т. 60. – С. 221-240. 3.Corey S. M. Action research to improve school practices. – 1953. 4.Kuenzi J. J. Science, technology, engineering, and mathematics (STEM) education: Background, federal policy, and legislative action. – 2008. 5.Avison D. E. et al. Action research //Communications of the ACM. – 1999. – Т. 42. – №. 1. – С. 94-97