DISTINCTIVE FEATURES OF TEACHING NATURAL SCIENCE IN PRIMARY EDUCATION

Abstract

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.