Volume 03 Issue 06-2023
9
American Journal Of Applied Science And Technology
(ISSN
–
2771-2745)
VOLUME
03
ISSUE
06
Pages:
09-14
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
7.063
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
Natural science education in primary general school is built on the basis of the principles of humanism,
individualization, systematic and consistent, integrity, variability, information support of the pedagogical process. The
main source of formation of the content of natural science education is directly natural science and the current level
of its development.
This article reveals the main didactic provisions on continuity, the connection of natural science education with
biology, physics, geography, astronomy, ecology, on the formation of individual research skills in younger students
during the study of the integrative course "Natural Sciences".
KEYWORDS
Readiness and ability of students, natural science education in elementary school, familiarization of primary school
children with the outside world, integration of concepts, knowledge, skills, skills and abilities of labor activity, biology,
physics, geography, ecology, chemistry, natural sciences .
INTRODUCTION
The goals of natural science education in elementary
basic schools are determined by the state educational
standard for elementary general education, which is a
set of requirements that are mandatory for the
implementation of basic educational programs for
elementary
general
education.
The
standard
establishes requirements for the results of students
who have mastered the basic educational program of
primary general education: personal, including the
readiness and ability of students for self-development,
the formation of motivation for learning and cognition,
value-semantic attitudes of students, reflecting their
individual and personal positions, social competencies,
personal qualities ; the formation of the foundations of
civic identity; meta-subject, including universal learning
activities mastered by students (cognitive, regulatory
Research Article
INTRODUCING CHILDREN OF PRIMARY SCHOOL AGE WITH THE WORLD
Submission Date:
June 01, 2023,
Accepted Date:
June 06, 2023,
Published Date:
June 11, 2023
Crossref doi:
https://doi.org/10.37547/ajast/Volume03Issue06-03
Karimova Sevara Shahriddinovna
Gulistan State University 2nd Stage Foundation Doctoral Student, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajast
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 03 Issue 06-2023
10
American Journal Of Applied Science And Technology
(ISSN
–
2771-2745)
VOLUME
03
ISSUE
06
Pages:
09-14
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
7.063
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
and communicative), ensuring the mastery of key
competencies that form the basis of the ability to learn,
and
interdisciplinary
concepts;
subject-based,
including the experience, mastered by students in the
course of studying the subject area, of activity specific
to this subject area for the acquisition of new
knowledge, its transformation and application, as well
as the system of fundamental elements of scientific
knowledge that underlie the modern scientific picture
of the world.
Natural science education in primary general school is
built on the basis of the principles of humanism,
individualization, systematic and consistent, integrity,
variability, information support of the pedagogical
process. The main source of formation of the content
of natural science education is directly natural science
and the current level of its development.
Long-term research on the problem of familiarizing
children of primary school age with the outside world
has confirmed the conceptual idea that the priority
goal of education at this age stage is the formation of
the child's personality, his mental and social
development.
The practical implementation of this goal at the
present stage requires fundamental changes regarding
all components of the methodological system:
content, methods, means and forms of organization of
training.
In the content of the natural science component of
primary education, a number of leading content lines
are distinguished: mastering the methods of cognition
of the surrounding world; work with models;
characterization of objects of reality, connections and
dependencies; awareness of oneself as a biological,
mental and social being; realize the need for a healthy
lifestyle and life safety as conditions for a prosperous
existence of a person; skills and abilities of labor
activity; labor in nature includes seasonal labor in
nature available to children, caring for plants and
animals in a living corner, growing plants. Therefore,
the content of these areas is quite fully covered by
various forms of school science education, both basic
and additional.
In the modern world, the vast majority of sciences are
studied through a comprehensive review. At the same
time, the most effective way of cognition is associated
with the assimilation of the relationships between
objects. The problem of intration and ways of its
implementation is still relevant in the theory and
practice of primary education. Integration in education
acts as a natural interconnection of sciences, academic
disciplines, sections and topics of different academic
subjects, aimed at a consistent and multifaceted
disclosure of the processes and phenomena being
studied; There are three levels of integration of the
content of educational material: intra-subject
(integration of concepts, knowledge, skills, etc. within
individual
academic
subjects);
interdisciplinary
(synthesis of facts, concepts, principles, etc. of two or
more disciplines); transpositional (synthesis of
components of the main and additional content of
education). The integration process requires certain
conditions to be met; the objects of study coincide or
are close enough; integrable subjects use the same or
similar methods of research; they are built on common
patterns and theoretical concepts.
The real way to implement integration in teaching is
integrated lessons, where one or another problem
most often acts as the basis for integration, the
isolation of which and passing through fairly local
material does not cause significant difficulties for
teachers. An integrated lesson is characterized by the
following features: the existence of a basis for
Volume 03 Issue 06-2023
11
American Journal Of Applied Science And Technology
(ISSN
–
2771-2745)
VOLUME
03
ISSUE
06
Pages:
09-14
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
7.063
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
integration (problem, theory, object of study); an
integrated approach to the selection of educational
content; the choice of a form of conducting a lesson
adequate to the content, which ensures the
development of different spheres of the personality.
The systematic conduct of integrated lessons of the
surrounding world provides an increase in the level of
knowledge on the subject, which manifests itself in the
depth of the concepts being assimilated, the disclosure
of patterns due to their multi-factorial interpretation
using the information of the sciences being studied; at
the same time, the formation of the ability to establish
connections between objects, phenomena and
processes of the surrounding world, as well as a
positive attitude towards the subject takes place. It is
necessary to note the developing possibilities of the
integrated lesson.
Firstly, it allows you to implement one of the most
important principles of didactics - the principle of
systematic training (if the complex of educational
material
corresponds
to
integrity,
structure,
interdependence, hierarchy, plurality). Secondly, it
creates optimal conditions for the development of
thinking (the ability to abstract, the ability to highlight
the main thing, draw analogies, analyze, compare,
generalize, etc.), thereby developing logic, flexibility,
criticality. Thirdly, it contributes to the development of
a systemic worldview, harmonization of the
personality of students.
The unity of the world in all its manifestations serves as
the philosophical basis that makes us talk about the
need for integrated courses at certain stages of
schooling. In the primary grades, we present a holistic
picture of the world, reveal the general, global
interconnections
of
astronomical,
geographic,
biological, historical and other knowledge in their unity
and interpenetration (when, according to L.V. Zankov,
“the knowledge o
f students is characterized by
pronounced differentiation, and they receive a
detailed scientific obscene in separate subjects"), this
course, which holistically represents the Natural
Sciences, gradually "breaks up" into separate subjects
by the 7th grade.
The didactics of preparing and conducting an
integrated lesson when studying the subject "Natural
Sciences" in the primary grades involves:
1) a clear definition by the teacher of the purpose of
conducting interactive lessons. In our opinion, the
general objective of intefaciation is to form in students
a holistic view of the world around them, a certain style
of thinking that allows them to see objects,
phenomena, processes in their interconnection and
system, starting from primary school age. At the same
time, each lesson has its own specific goal and tasks set
from the point of view of integration;
2) transformation of the content of the studied
material. We propose to build customized lessons on
the basis of the available subjects of a particular year
of study in elementary school.
To design integrated lessons, it is necessary to analyze
the primary school programs in various subjects,
identify the same topics, combine them from the
position of the leading idea and leading provisions;
3) in accordance with the new approach to the content
of the material being studied, there is a revision of the
methods and means of teaching, forms of organization
of educational activities of students, since the
integration of knowledge involves a detailed study of
all units of educational material included in the topic of
this lesson. Based on the purpose and objectives of the
integrated lesson, the choice of methods and means of
teaching is determined by the need for a complete,
Volume 03 Issue 06-2023
12
American Journal Of Applied Science And Technology
(ISSN
–
2771-2745)
VOLUME
03
ISSUE
06
Pages:
09-14
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
7.063
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
comprehensive and in-depth disclosure of each
component of the content of the material being
studied.
Thus, the systematic conduct of integrated lessons of
the surrounding world provides an increase in the level
of knowledge on the subject, which manifests itself in
the depth of the concepts being assimilated, the
disclosure of patterns due to their multi-faceted
interpretation using the information of the sciences
being integrated.
At the same time, the formation of the ability to
establish connections between objects, phenomena
and processes of the surrounding world, as well as a
positive attitude towards the subject takes place.
As already noted, natural science is specific. Its
development potential is enormous and still
underestimated. They come from the specifics of the
natural nature of the world in which we live and from
which we came out, in which we have deep genetic
roots. However, didactic support for the assimilation of
educational material and the development of the
child's personality faces certain problems and
contradictions, as well as difficulties associated with
their resolution in primary school. The most important
problem in the natural science education of younger
schoolchildren is the problem of clearly identifying the
object of children's cognition. Natural science in
elementary school is characterized by the fact that the
object of children's knowledge is the world of real-life
objects and natural phenomena. However, there is a
paradox leading to certain consequences. It manifests
itself in the fact that in the methodology of elementary
natural science (for example, in textbooks for
students), thoughts about the object of children's
knowledge do not sound clearly and definitely.
Intuitively, it is understood that children study nature.
The meaning of the words natural science, natural
history speaks for itself, and teachers-methodists dealt
with them quite easily and with will. Earlier in the first
years of education, children got acquainted with the
outside world. This separate subject had the same
name, and the teaching methodology "Natural
Sciences" was attributed to the methodology of
natural science, without dividing nature into natural
and socialized.
Indeed, the world of nature and the world of culture
coexist together. To separate them is to impose
artificial restrictions. In this sense, the complex
concept of the surrounding world is expedient. Only
the accents should be different.
Nature is primary, culture is a consequence of its
development. This is where the basis of the natural
science content is formed. Its center must be natural.
But in the world of natural nature it is necessary to
show the world of socialized nature not as a self-
contained component, but as dependent on the
natural world. So, school natural science is a subject in
which schoolchildren should learn about natural
nature and the various manifestations of socialized
nature in it.
Nature is an object of knowledge. This must be defined
clearly and unambiguously.
It should be noted that there is another problem: the
creation of integrative courses is gradually blurring the
boundaries of natural science as a special subject of
natural nature. Primary natural science - the only
subject about the natural world - is also taught in the
aspect of the study of socialized nature.
The discussion about the need for natural science was
conducted at the beginning of the last century, and it
was determined that the initial natural science should
Volume 03 Issue 06-2023
13
American Journal Of Applied Science And Technology
(ISSN
–
2771-2745)
VOLUME
03
ISSUE
06
Pages:
09-14
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
7.063
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
exist as a separate subject. Its importance has been
emphasized by many educators. However, the term
“primary natural science”
did not exist in primary
education at all, and is now being integrated, while
losing the intrinsic value of the science of real natural
nature.
To the problems outlined above, there is a problem
connected with the fact that the concept of the
surrounding world is too voluminous in structure. Even
if there were simply "natural science", then its
astronomical fullness already exists here. And the
world of culture has also been added to it. So the
school subject runs the risk of "choking" in the
information. Is it possible to solve the problem that has
arisen? Obviously, it is possible if we agree on what
exactly children should learn in a school subject with a
certain name. Thus, in our opinion, two questions are
still unresolved in the methodology of elementary
natural science: how to name this school subject now
and according to what laws to select content for it? We
are firmly convinced that natural science under the
same name should remain in school. History has shown
that since the middle of the 19th century. it was
removed from education more than once, but it
reappeared and revived.
"Natural sciences" is a relatively new subject for
elementary school, which integrates natural science
and social science knowledge in order to form a holistic
view of the world around and the place of man in it in
elementary school students. The course is aimed at the
integration, socialization and greening of knowledge.
The subject "Natural Sciences" was introduced to
elementary school in accordance with the basic
curriculum of 2020. A significant difference between
this academic subject and its "predecessors" - natural
science and history - is a broad integration, built on the
basis of the inclusion in this academic subject of natural
science, sociology, history, informatics, life safety.
By means of the subject "Natural Sciences" the
problem of intellectual readiness of children for
cognitive activity in elementary school is solved. In this
case, the development of a visual-schematic form of
thinking and mental operations, independence and
activity of thinking, the formation of cognitive
interests, which have a great incentive effect on the
process and result of learning, are of great importance.
The participation of younger students in the process of
research on the subject "Natural Sciences", the
acquisition of knowledge forms such skills that will be
transferred to other subjects of study and become
personal neoplasms.
The most important component of natural science
education during the implementation of the course
"Natural Sciences" is the ecological component, during
the implementation of which an eccentric type of
ecological consciousness is formed in primary
schoolchildren as a system of ideas about the world,
which is characterized by focus on environmental
expediency, the absence of opposition between man
and nature; perception of natural objects as full-
fledged subjects, partners in interaction with a person;
balance of pragmatic and non-pragmatic interaction
with nature.
Thus, the didactic potential for the development of the
personality of a junior schoolchild in the process of
mastering the surrounding world lies in the possibility
of forming a scientific worldview, a holistic scientific
picture of the World, the development of thinking,
cognitive interests, natural curiosity, intellectual
readiness for cognitive activity, skills of educational
research, and as well as the socio-ecological culture of
Volume 03 Issue 06-2023
14
American Journal Of Applied Science And Technology
(ISSN
–
2771-2745)
VOLUME
03
ISSUE
06
Pages:
09-14
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
7.063
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
the younger schoolchild, his emotional and value
attitude to the world around him.
REFERENCES
1.
Артемьева В.В. Использование компьютерных
технологий в формировании естественно
-
научных знаний у младших школьников //
Известия
Российского
государственного
педагогического университета им. А.И.Герцена.
2007. -
№ 16(40). –С. 325
-331.
2.
Денисенко Р.Н. Модель формирования у
младших школьников эколого
-
валеологической
культуры в процессе изучения окружающего
мира // Оздоровление средствами образования
и экологии. Материалы V
-
междунар.науч
-
практ.конф. Челябинск, СПб. Изд
-
во ЧГПУ, 2007.
–С. 195
-200.
3.
Матвиеева. М.М. Система дидактического
обеспечения как фактор развития естественно
-
научных представлений об окружающем мере в
начальной школе // Актуальные проблемы
современного образования: опыт и инновации. –
сб.матер. II
-
науч.прак.конф. с межд.участием. –
Ульяновск, 2011. –С. 363
-367.
4.
Элмуратова Д., Каримова С. Кичик мактаб
ёшидаги ў
қ
увчиларни
табиий
билимларини
узвий
ривожлантириш
//
Узлуксиз
таълим
-
№
6.
2022
й
.
–Б
.
5.
Kharaxonova L. M. Specific aspects of media
education and its use in high schools //Academic
research in educational sciences.
–
2021.
–
Т. 2. –
№.
CSPI conference 3.
–
С. 278
-284.
6.
Карахонова Л. М. Эффективное использование
электронных образовательных ресурсов в
обучении биологии //Наука и образование
сегодня. –
2020.
–
№. 6
-1 (53).
–
С. 41
-42.
7.
Джураев Р. Х., Карахонова Л. М. Педагогическое
сопровождение
одаренных
детей
образовательными учреждениями //Integration
of science, education and practice. Scientific-
methodical journal.
–
2022.
–
Т. 3. –
№. 4. –
С. 66
-70.
8.
Караханова Л. М. Новые интерактивные
электронные ресурсы в современном открытом
образовании в обучении естественных наук
//Academic research in educational sciences.
–
2021.
–
Т. 2. –
№. CSPI
conference 1.
–
С. 1303
-1305.
