Мектептегі робототехникалық жобаларды ұйымдастырудағы тәлімгердің педагогикалық негіздері

Abstract

This article examines the pedagogical role of the mentor in organizing project-based activities in the field of educational robotics and proposes a structural model of mentoring within this context. The study was conducted through a survey involving students and their mentors who participated in the international World Robot Olympiad (WRO). A mixed-methods approach was applied: quantitative data were analyzed statistically, while qualitative responses were examined using content analysis. As a result, the mentor's role in project-based learning was systematized across seven key stages, with each stage defined by specific pedagogical functions such as observation, guidance, consultation, and motivational support. In addition, the proposed model outlines alternative pathways for addressing technical and organizational challenges that may arise during the project development process. The scientific novelty of the study lies in the integration of mentoring practices into the structure of project-based learning, presenting them as a pedagogical model. The proposed model can serve as an effective tool in educational practice, particularly in robotics and STEM clubs, by enhancing students' project-related and engineering competencies. Furthermore, the research findings justify the inclusion of mentoring systems in teacher training programs and suggest the potential for future integration of mentoring with digital educational platforms.