ACTIVATION OF COGNITIVE ACTIVITY OF PUPILS IN THE PROCESS OF IMPLEMENTATION OF PRIMARY NATURE EDUCATION: EXPERIENCE OF THE LABORATORY OF PRIMARY EDUCATION OF BORYS GRINCHENKO KYIV METROPOLITAN UNIVERSITY

Abstract

The article highlights the positive practices of the primary education laboratory of the Borys Grinchenko Kyiv Metropolitan University. The author’s method of work to activate the cognitive activity of students in integrated courses, which implement the science education branch of the State Standard of Primary Education, is revealed. It has been established that a great potential for activating students’ cognitive activity and developing their thinking lies in organizing observations of objects and natural phenomena on excursions, organizing observations of nature in the summer. Theoretically and practically, the effectiveness of conducting excursions to the bosom of nature in accordance with the study of one or another topic is substantiated. Excursions, experiments and individual independent work related to learning the concept of «solid bodies» turned out to be especially valuable during the experiment. The work described in the article with elementary school students contributes to the effective formation of an initial holistic view of the surrounding world, contributes to the development of observation, as well as the education of humane feelings, a careful attitude to the natural resources of the native land. Experiments with crystals allow you to develop observation and have a positive effect on the intellectual and motivational activity of students. The presented work effectively implements Ukrainian studies and local studies principles of teaching natural science, gives propaedeutic ideas about elementary physical processes. It was established that the basis of the formation of natural ideas and concepts is the students’ direct perception of objects and natural phenomena. In order to understand the interrelationships between inanimate nature, plants and animals, between nature and the work of people, it is also important to direct children to search for the reasons that cause changes in nature. This is possible only with purposeful observation of such changes during all four seasons. The effective influence of student seasonal observations on the cognitive development of primary school students has been revealed.