Педагогик акмеология Ҷилди 1 № 30 (2026)
DISTINCTIVE FEATURES OF TEACHING NATURAL SCIENCE IN PRIMARY EDUCATION
RO‘ZIYEVA, Gulsara
Аннотатсия
This article addresses the issue of improving the methodology of teaching natural science in primary grades based on criteria of practical effectiveness. The main idea is that instead of presenting natural phenomena as “ready-made knowledge,” priority should be given to active methods that develop pupils’ skills of observation, comparison, conducting simple experiments, drawing conclusions based on evidence, and forming ecological responsibility. To substantiate the methodological conclusions, the results of a small-scale pilot monitoring were summarized: in groups where the “observation–experiment–explanation” chain was consistently applied, indicators of concept acquisition and practical skills significantly increased, students’ interest became more stable, and fear of giving an “incorrect answer” decreased. The article classifies problems into subjective and objective factors and proposes solution mechanisms, minimal standards, and measurable outcome indicators for each. As a practical case, a model for planning and assessing natural science lessons based on the “schoolyard as a living laboratory” approach is presented, along with recommendations adapted for real school conditions.
начальное образованиеметодика естествознаниянаблюдениеprimary educationnatural science methodologyobservationboshlang‘ich ta’limtabiatshunoslik metodikasikuzatish
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