The article describes physics projects created by students as future physics teachers to organize classes on the educational platform of the Children's University. The study was aimed at examining the performance of physics students through physics projects. The advantages of the Labster 3D virtual reality learning environment for motivating students to study physics are also considered. Generally, the results of the study showed an increase in interest among primary school students in STEM education and science. The study involved children from 10 to 12 years old in the amount of 250 schoolchildren in the city of Kokshetau (Kazakhstan). The article used methods such as mixed methods, questionnaires, and semi-structured interviews for children. The Likert scale questions allowed the analysis using descriptive statistics. Open-ended questions and data from the interviews were classified using content analysis and analytically interpreted through the theory of the development of cognitive interest in children. Children were provided by links to short 10-minute educational videos posted on Youtube video hosting called FIZMAT KSU While they were working remotely. During distance learning, children used different forms of virtual laboratory work. The results and conclusions of the study revealed the followings: visiting the Children's University increases children's interest in STEM - education and science, as well as the participation of future physics teachers in the activities of the Children's University forms the skills of organizing informal forms of work with children.

The aim of the study is to prove the relevance of research tasks in teaching physics on the example of the «black box». The ability to use basic formulas, to know the units of measure and their ability to influence logical and abstract thinking is improving students' knowledge during the Physics Olympiad. Algorithms and necessary instructions are used to calculate the tasks. The period of application of knowledge in practice has a leading place in the learning process because comprehensive activities of pupils in the execution of tasks are carried out through a great mental work. The Olympiad tasks allow to use creativity and thus expand the scope of their application. It is necessary to take into account that students cannot do without realistic mental activities on the basis of the analysis of the theoretical and practical skills required for the release of the Olympiad tasks. Solving the experimental tasks it is necessary to choose the theoretical proof, the method of its solution and evaluate the process of measurements, estimate the errors and analysis of received results.