EIJP ISSN: 2751-000X
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NATURAL SCIENCES AS A SUBJECT CONTRIBUTE TO THE DEVELOPMENT OF STUDENTS'
SCIENTIFIC WORLDVIEW
Madina Khalimova
Doctaral student, Karshi State University, Karshi, Uzbekistan
AB O U T ART I CL E
Key words:
Knowledge, environment, interest,
creativity, research, practical work, natural
phenomenon, observation.
Received:
10.10.2024
Accepted
: 15.10.2024
Published
: 20.10.2024
Abstract:
In this article, by identifying the
problems that arise in the process of forming
elementary concepts from natural sciences
(SCIENCE), by studying them, analyzing them and
eliminating them, students acquire deep and solid
knowledge of the basics of natural science, as well
as it was mentioned that they should be filled in
independently and focused on improving the skills
of practical application.
INTRODUCTION
In correctly understanding and assimilating initial knowledge of natural sciences by
students, unveiling the physical content: forming definitions, including the essential characteristics of
the concept being studied, conducting demonstrative experiments, utilizing didactic materials, and
connecting them with life and practice are crucial. Forming initial knowledge in natural sciences cannot
be achieved instantly. These concepts are gradually integrated and assimilated during the teaching
process of natural and mathematical sciences, through the acquisition of various scientific and everyday
information, observations, and analyses. The effectiveness of forming initial knowledge in natural
sciences depends on the teacher's ability to express the essence and content of the concept or
phenomenon being studied, the methods and approaches of teaching, and the consistency and sequence
of material presentation. Based on the stated ideas, the current natural sciences (SCIENCE) textbook for
primary classes is designed to form elementary concepts of physics, chemistry, biology, zoology,
mathematics, and technology through theoretical and practical exercises.
The relevance of the research topic, as well as the lack of fundamental research on the problem of
forming initial knowledge of natural sciences and stimulating interest in natural sciences among
primary school students in our country, is also related to the lack of methodological developments for
organizing excursions, observations, and educational activities. The conclusion is that practical
exercises should be conducted along with theoretical information to form concepts and notions in
natural sciences, acquire professional knowledge and skills, and develop existing abilities in primary
VOLUME04 ISSUE10
DOI:
https://doi.org/10.55640/eijp-04-10-08
Pages:33-38
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ISSN: 2751-000X
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34
school students. Forming initial knowledge of natural sciences in primary school students and
stimulating their interest on a continuous basis not only facilitates understanding of the topic being
studied but also improves the quality of mastering the curriculum material of natural sciences, which
in turn aids in the development of interest in the subject.
To study the state of the problem of forming initial knowledge in natural sciences among primary school
students, we used a comprehensive approach that included studying and theoretical analysis of
pedagogical and methodological literature on the research topic, various pedagogical materials,
studying lesson and topic plans of primary school teachers and plans for extracurricular activities,
analysis of observed lessons and interviews with teachers, observations, surveys among primary school
teachers, and conducting a stated experiment to determine the level of knowledge of natural sciences
among primary school students.
In studying the problem of forming physical and metrological concepts in primary grades, we came to
the following main conclusions:
- Forming initial knowledge and concepts in physics according to the main educational material helps
to obtain reliable evidence and encourages students to actively solve theoretical and practical problems,
contributes to a conscious understanding of the study material, develops skills and competencies, and
stimulates intellectual activity. Therefore, the gradual formation of physical concepts is considered an
essential condition for preparing primary school students for the study of physics;
- The formation of physical concepts in primary grades should serve to correctly understand the essence
of the physical phenomena and processes being studied, identify their causes and laws, enhance the
students' observation skills, develop their ability to apply this knowledge in practice, and foster an
interest in physics" [1;98-p].
Thus, forming initial knowledge of natural sciences in primary school students implements the
principle of continuity in learning, which in turn helps to improve the quality of mastering the
curriculum material and the formation of elements of natural-scientific knowledge.
Additionally, we offer the following recommendations for primary school teachers (using the example
of forming physical concepts):
- Primary school teachers need to systematically reveal the essence of the physical concepts and terms
being studied, the natural phenomena and processes during lessons for 1st to 4th-grade students,
increase the scientific content of the material being studied, and organize practical exercises, excursions
to nature and other objects to consolidate the formed and forming concepts;
- Primary school teachers should be well-versed in the methodology of conducting physical
demonstrative experiments, and capable of using didactic materials and technical means of teaching"
[6;46-p].
The involvement of natural sciences teachers in the process of forming initial knowledge in natural
sciences among primary school students is essential. For this purpose, natural sciences teachers and
primary school teachers (in subjects like environmental studies, mathematics, technology) need to
establish strong interconnections during the educational process.
These connections should be clearly expressed in the following ways:
a) Methodical assistance by the natural sciences teacher to the mentioned subject teachers in preparing
to present elements of natural-scientific disciplines;
b) Participation of the natural sciences teacher in the lessons dedicated to "intersecting" issues by the
teachers of the aforementioned subjects;
c) Participation of subject teachers in the lessons of natural sciences teachers;
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d) Holding joint meetings of methodological associations of natural sciences teachers and primary
school teachers;
e) Conducting lessons on relevant topics by the natural sciences teacher in primary classes [10;21-p].
The main criteria for collecting, selecting, and systematizing natural-scientific material elements for use
in primary classes include its regularity, systematicity, the logical consistency of the material with the
topic being studied, and the ability to clearly distinguish between primary and auxiliary material that
forms reflections of the natural world in the minds of primary school students.
The ability to properly collect, select, and systematize natural-scientific material for use in primary
classes gives the primary school teacher the ability to correctly approach other pedagogical problems
of using natural-scientific material in the process of teaching primary school subjects.
1-table
II grade
III grade
IV grade
AIR
Air
temperature.
Measuring air temperature
with a thermometer. The
dependency
of
air
temperature on the sun's
elevation during the day. The
impact of air temperature on
seasonal changes in abiotic
and biotic nature, and on
human labor in different
seasons.
Air composition. The
impact of air composition on
human health. Atmospheric air
pollution and countermeasures
(installing gas purification and
dust
collection
equipment,
converting industrial enterprises
and vehicles to gas fuel and
electric
drive,
etc.).
The
importance
of
purification
installations in the economical
use of natural raw materials.
The Earth's atmosphere. Air
is a mixture of gases. Physical
properties of air (colorlessness,
transparency,
low
thermal
conductivity, volume change with
temperature), their use in industrial
activities by humans. Using air's poor
thermal conductivity to protect soil
and plants from freezing. The
application of air currents in daily life
and industry. Oxygen's property of
supporting combustion, its use in
industry. Heating of the air near the
Earth's surface. Changes in air
temperature
with
altitude.
Continuous movement of air on the
Earth's surface. The formation of
wind - horizontal movement of air.
Wind
protection
measures.
Formation
of
clouds
and
precipitation.
Weather
vane,
thermometer - tools for observing
the weather. Mixtures in the air.
Sources of atmospheric pollution.
Methods and means of protecting the
air from pollution. The sun as a source
of heat and light. The straight-line
propagation of light. The impact of
atmospheric
pollution
on
the
dispersion of sunlight and weather.
WATER
The three states of
water in nature. Snow and
ice, their physical properties.
The use of snow and ice
properties by humans. The
Water as a solvent, the
importance of this property for
life on Earth. Soluble and
insoluble
substances.
The
transition of water from one
The physical properties of
water as a liquid (colorlessness,
transparency, flowability, ability to
dissolve various substances, lack of
taste and odor, evaporation and
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state
of
water
bodies
depending
on
air
temperature.
state to another. The continuous
cycle of water in nature, its
dependence
on
seasonal
changes. Water purification
(filtration).
boiling), comparing them with the
properties of water in solid and
gaseous states. Similarities between
certain physical properties of water
and air. Changes in water volume
with temperature. The boiling point
of water and the melting point of ice.
The
role
of
water's
physical
properties in preserving the life of
aquatic plants and animals during
winter. Main sources of water
pollution. Methods of clearing water
from congestion and pollutants.
Water in human service. The role of
water as an energy source.
ROCKS AND MINERALS, VALUABLE MINERALS
The most important
valuable
minerals,
their
characteristic external signs and
physical properties. The use of
the main properties of valuable
minerals in the economy (the
strength
of
granite,
the
combustibility of coal and oil,
the solubility of iron ore, etc.).
The
composition
and
characteristic
signs
of
rock
formations
(density,
hardness,
brittleness, color, luster, etc.). The
properties of mineral and non-
mineral valuable minerals, their use
by humans. The physical properties
of metals obtained from melting ores.
Glow. The daily and annual changes
in air temperature, the effect of wind
and water forces on the degradation
of rocks. The impact of mining on the
state of abiotic and biotic nature.
SOIL
Soil composition. The
main physical properties of soil:
moisture
conductivity,
air
permeability. Measures against
soil compaction.
Natural processes leading to
soil formation. Soil as an environment
where
water,
air,
and
living
organisms interact. The movement of
water in the soil, the capillarity of the
soil. Ways to conserve and collect soil
moisture.
Eliminating
excess
moisture from the soil. Protecting soil
from wind, erosion, and degradation.
A crucial aspect of utilizing elements of natural-scientific knowledge in the teaching process in primary
grades is selecting materials for in-class and extracurricular activities. It's important to note that
selecting educational material is one of the most complex issues in pedagogy in general.
The initially collected natural-scientific material cannot be used in its original form. After gathering
materials from various sources, it's necessary to select and systematize them for use in the teaching
process in primary grades. Methodological recommendations play a significant role in this process.
We can conclude that in the newly introduced natural sciences textbook, students often work in groups,
striving to understand rather than merely memorize concepts related to the topic. Their activities are
based on various sources, and students see themselves as young researchers with their perspectives on
the surrounding world. They become direct participants in the interactive learning environment
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created by teachers, laying the foundation for the process of assimilating natural-scientific knowledge.
Based on the initial natural-scientific material, it is possible to organize students' independent work on
some topics. Therefore, some of the most important materials should be duplicated.
The main criteria for collecting, selecting, and systematizing natural-scientific material elements for use
in primary grades include its consistency, systematic nature, and the ability to clearly distinguish
between primary and auxiliary materials that are logically consistent with the topic being studied and
capable of forming a comprehensive understanding of the world in the minds of primary school
students.
The ability to correctly collect, select, and systematize natural-scientific material for use in primary
grades gives the primary school teacher the ability to properly approach other pedagogical problems
of using natural-scientific material in the teaching process of primary school subjects.
CONCLUSION
The process of integrating natural-scientific knowledge into the primary education curriculum
emphasizes the importance of selecting appropriate materials for both classroom and extracurricular
activities. This task, inherent to the pedagogical science, demands careful consideration to ensure that
the content not only aligns with the educational objectives but also caters to the cognitive and
developmental levels of primary school students. The transition to utilizing natural-scientific materials
necessitates a methodological approach where materials are meticulously chosen and organized to
facilitate an engaging and informative learning experience. This approach fosters a learning
environment where students are encouraged to explore, inquire, and develop a deeper understanding
of natural sciences through interactive and participatory methods.
The collaborative efforts between natural sciences teachers and primary school educators are crucial
in crafting a coherent educational strategy that bridges foundational knowledge with exploratory
learning. Through group activities, discussions, and hands-on experiences, students embark on a
journey of discovery, viewing themselves as young researchers who actively contribute to the learning
process. This pedagogical model not only enhances the students' grasp of scientific concepts but also
stimulates their curiosity and fosters a lifelong appreciation for the natural world.
In conclusion, the careful selection and systematization of natural-scientific materials play a pivotal role
in the successful integration of scientific knowledge into the primary education framework. By
nurturing an inquisitive mindset and providing students with the tools to explore the complexities of
the natural world, educators lay the groundwork for a comprehensive understanding of science that
students will build upon throughout their academic and personal lives. The ultimate goal is to equip
young learners with the knowledge, skills, and enthusiasm to pursue scientific inquiry, underscoring
the significance of a well-structured and methodologically sound approach to science education in the
primary grades.
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