Natural science education. Modern problems of science and education. Trends in the humanization of modern education, a plurality of approaches

1 Education, science and culture are the most important areas for the development of any state. If these three spheres are underestimated, the state inevitably dooms itself to vegetating in the backyards of the civilized world community. The problems of education, relevant at all times, have become especially relevant and acute today in connection with the modernization of education being carried out in our country and the main directions for the reform of schools and higher educational institutions recently approved by the government of the Russian Federation. educational institutions, which caused a lot of criticism .

Natural sciences (physics, chemistry, biology, mathematics) form the scientific and technical potential of the country, underlie scientific and technological progress, ensure reliability technological solutions and competitiveness of manufactured products in the world market. Therefore, the training of specialists in natural science specialties and areas is a priority and important task of higher education. However, we cannot say that our natural science education, which plays a key role in the formation of a modern specialist, is at the proper level, since our economy is uncompetitive, Russian products are inferior in quality to foreign ones, and the vast majority of industrial goods are imported from abroad. Apparently, the knowledge, skills and abilities that graduates of our universities receive do not meet the level of modern world standards.

One of the main problems of science education is the gap between the achievements of the natural sciences themselves and the level of science education. In the context of a rapid increase in the volume of natural science knowledge, the question inevitably arises of what and how to teach. It is possible to take the path of maximum specialization of knowledge, narrowing the range of disciplines studied and concentrating efforts on narrowly professional training. On the contrary, one can take as a basis extensive training, which allows you to see the whole variety of scientific thought, but does not have depth and does not provide for specialization in any field of knowledge. Probably, their combination will be optimal, which will allow mastering the latest achievements of science and technology on the basis of serious fundamental natural science training. Ways to solve this problem are seen, firstly, in strengthening the active creative work of the teaching corps in the direction of the formation of interconnectedness of fundamental natural science disciplines, and secondly, in the integration of natural science education with academic science. The interconnectedness of natural science disciplines (multidisciplinarity) can provide a deeper understanding of the global problems of mankind and finding ways to solve them. The division of knowledge into separate disciplines is not a special feature inherent in humanity. For example, in the Renaissance, the breadth of a person's outlook was highly valued. We could achieve a new renaissance by eliminating the tendency to divide knowledge into disciplines. At the same time, it should still be remembered that, along with the breadth of the scientific outlook, the specialist will have especially deep knowledge in one of the disciplines. Regarding the integration of education and science, one can note the involvement in this process of a number of higher educational institutions and positive results achieved during the integration. So, on the basis of the KemSU as the lead contractor in the period 1997-2004. within the framework of the Federal Target Program "Integration", a set of thematically unified studies in the field of fundamental materials science was carried out, in which teachers and employees of NSU, TPU, SibGIU and scientists from institutes of the Siberian Branch of the Russian Academy of Sciences participated; the results of the work found expression in the creation of new departments-laboratories, holding regular scientific conferences on physical and chemical processes in materials, holding youth scientific schools and competitions for young scientists on materials science topics and, as a result, raising the level of training of young specialists.

Modern natural science disciplines are fundamental disciplines that have a huge amount of factual material, the volume of which is growing from year to year. In the context of a rapid increase in natural science knowledge, the classical model of education, in which the lecture course is the basis, and seminars, practical and laboratory classes only reinforce the knowledge gained in lectures, is not consistent and new models have been put forward to replace it, characterized by a high degree of individualization of learning and strengthening of self-study. student work. One of these models, which have become quite widespread, is the modular-rating technology of education, which is based on the modular construction of the academic discipline and the rating system for monitoring and evaluating knowledge.

The introduction of module-rating technology is associated with the creation of the necessary methodological support, which should include work program course, lecture material, questions and tasks for monitoring the assimilation of lecture material, individual tasks, control tasks, colloquium programs, laboratory workshop, guidelines for independent work students, a list of recommended literature. This is labor intensive. The development of computer technology makes it possible to solve many of the above problems in a new way. Relevant is the creation of educational electronic teaching aids designed for use in local and global networks and for specialized navigation in search of resources related to the study of this discipline.

Back in the early 90s of the last century, Russian universities took a strategic course to strengthen the fundamentalization of natural science education through the transition to a multi-level system of higher professional education, including bachelor's and master's levels. A number of universities have implemented such a system. In connection with Russia's entry into the Bologna process, two-level training under the bachelor-master scheme has again become the subject of active discussion. By itself, the two-tier system of higher education, which has many attractive moments, does not raise objections. However, a total transition to a two-level education is not advisable for several reasons, among which the following should be mentioned:

licensing of master's education requires a higher (compared to the training of graduates) level of development scientific research, therefore, not every university will receive permission for master's training, and in this case it will be able to train only bachelors, thus leaving its region without qualified specialists;
taking into account the state of the housing market and the level of material support of young specialists, the migration of specialists within the country is unlikely, therefore, the implementation of only a two-tier system will deprive some regions of the prospects for economic and cultural development.

Most the best option To solve this problem, a scheme of multi-level training is presented, which provides for the possibility of the trainee's transition, upon completion of the bachelor's level of education, both to the master's level (2 years of study) and to the level of a graduate (1 year of study). Academic training of bachelors, involving the subsequent effective training masters, can easily be transformed into the training of bachelors with a specialty, on the basis of which it is easy to organize effective training of a graduate within one year.

The quality of education has always been and remains topical issue for natural science faculties. An important factor The reason for paying the most serious attention to the problem of quality was the modernization of education that began in the country and a new strategy for the development of education in the 21st century, focused on the creation of an information civilization, the imperative of which is the advanced development of education. To take its rightful place in the global information civilization of the future, Russia needs to ensure the targeted use of the education system to solve both social and economic problems, and one of the requirements here is quality education. Among the problems that are acutely related to science education, one should single out such problems as assessing the quality of education and quality management. It would seem that the natural basis for assessing quality should be the State Standard of Higher Professional Education, which defines the requirements for the level of training of specialists. However, these requirements are not formulated in such a way that it would be possible to unambiguously assess the degree of compliance with the standards of the level of graduates' training. The quality of education as a category of a market economy represents a set of properties of an educational product (trained specialist) evaluated by the consumer. The assessment here depends on the state of the economy in the region, on the profile of specialists, their demand in the labor market and other market factors. Until now, there is no single generally accepted and approved system for assessing the quality of higher education, although much attention is paid to the problem of building a quality management system based on international standards.

BIBLIOGRAPHY

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Fundamentals of problem-modular learning technology / A.I. Galochkin, N.G. Bazarnova, V.I. Markin and others. Barnaul: Alt. un-ta, 1998.- 101 p.
Denisov V.Ya., Muryshkin D.L., Chuikova T.V. Modular-rating technology in the course of organic chemistry // Physical and chemical processes in inorganic materials: reports of the 9th international conference, September 22-25, 2004: in 2 volumes / KemSU-V.2.- Kemerovo: Kuzbassvuzizdat, 2004 .- S. 288-290.
Information materials for the participants of the meeting "Natural science education in higher education in Russia". November 26-27, 1992 - Moscow, 1992. - 69 p.
The system of education to strengthen the intellectual and spiritual potential of Russia // Bulletin of the Highest. School, 2000. No. 1. S. 3-15.
Problems of ensuring the quality of university education: Proceedings of the All-Russian scientific and methodological. conf. Kemerovo, February 3-4, 2004 - Kemerovo: UNITI, 2004.- 492 p.

The work is presented at the II conference of students, young scientists and specialists with international participation " Contemporary Issues science and education”, February 19-26, 2005. Hurghada (Egypt) Received December 29, 2004

Bibliographic link

Denisov V.Ya. PROBLEMS OF NATURAL SCIENCE EDUCATION // Successes of modern natural science. - 2005. - No. 5. - P. 43-45;
URL: http://natural-sciences.ru/ru/article/view?id=8453 (date of access: 12/17/2019). We bring to your attention the journals published by the publishing house "Academy of Natural History" 1

Natural education is based on natural processes that exist independently of humanity, just as the sun, the Earth, molecules, atoms exist. The task of science is to discover all new natural processes that will help humanity not to fall into crisis conditions that arise artificially during the existence of civilization, when it is mismanaged. Natural science should increase knowledge in education in a natural way, which will improve the health, morality of the population of the Earth, the development of civilization and other new sciences. These sciences will discover new laws of natural processes and help restore a successful, peaceful education of all generations without problems with the improvement of health, wisdom and the restoration of natural laws without negative artificial ones invented by someone who does not have the right to do so.

Natural processes develop morally harmoniously with moral evolution, and the task of scientists, with the help of basic evidence, is to teach the population of the Earth to live naturally, educate themselves and the new generation naturally, naturally develop their true civilization only morally without criminals and without crimes. It is necessary to learn how to cure all incurable diseases and apply natural processes to improve the healthy lifestyle in every family and family members in all generations in the country, without disturbing the natural natural structure and improving growth to higher harmony. In this way, science will grow without problems, and the laws of nature will be respected by the population of every country. Then there will be no problems in the state that arise due to the replacement of natural nature with artificial nature with artificial knowledge, with artificial laws, with artificial education of oneself and children with an unwillingness to improve themselves naturally. If science naturally does not work in a country where this science exists, then there will be crises, apocalypses, doomsdays in the state, there will be a “scientific famine”, and therefore there will be “magicians”, prophets, sects, attacks by other countries to develop an information war , for experiments. What experiments are needed for natural processes? What scientific discoveries are needed so that marriage is not called marriage? What laws are needed to teach parents to educate themselves and the next generation in a natural way? How should science explain to the people that in every country there are natural processes and that the rulers and their peoples do not need to follow the path artificially created by the crisis? For the work of natural scientists, there are many questions that they can answer.

Science must confirm the correctness of reverence for natural processes so that the state does not distort its harmony, and then, if at this stage the healthy work of natural processes in the state is correctly performed, then science, as a scout, will begin to explore new natural processes ahead of everyone to improve the growth of understanding of harmony theoretically and practically the population of a country on the whole Earth. Science should not develop along the path of destroying itself and those around it, should not use natural processes for artificial destructive formations that can lead to degradation not only of the current generation, but also subsequent ones. The scientific worker is, as it were, a super-parent for the surrounding people, and the further application of natural processes in generations depends on his research. The responsibility of a scientific worker to the state and its people always exists because the state and the people trust science, but there are not always moral scientists in science who would be patriots of their Motherland.

As soon as a scientist discovers something new in natural processes, he is not always ready for these discoveries, either because of his naivety and therefore others can take his discoveries and use them for other purposes, or because of stupidity with a desire to conquer the whole world and take the name of God. Such a scientist wants to subdue the natural processes for evil actions against the population of the Earth. He fell ill with mental illness and naively believes that natural processes will submit to him. Natural processes are always healthy and cannot be controlled by sick beings. If someone else wants to change natural processes in an immoral direction, then he can greatly mutilate himself with such immoral diligence, since all natural processes cannot be controlled by immoral ones. Natural processes are like a nesting doll one in one in a different state of aggregation, in different dimensions of time and space. If there are still those who want to subdue any dimension or state of aggregation of natural processes in an immoral direction, then when restored for normal operation, natural elements can, like a spring, "hit" the scientist first of all on his health, on his authority, on his discovery, and can at best, remove it from its scientific place so that it does no more harm. In the worst case, such a research worker can disfigure himself and harm his clan and family. Atlantis and other civilizations perished from illiterate scientists, which left their descendants with destruction not only physical, but also informational.

Science education will give any country a wise generation with a natural development of wealth, happiness, success, good luck everywhere and in everything, in family and matrimonial happiness and the best wise prospects. Therefore, many illiterate scientists try to restrain the natural processes in education and in the upbringing of a wise generation, which will always distinguish the true natural process from the false one. Therefore, for harming themselves, countries are trying to introduce juvenile justice so that families are afraid to give birth to children and so that the state raises more homeless children and orphans who were artificially deprived of their families and therefore are artificially brought up in absentia so that children dream of a family of their own and be at a distance from the family. Education needs to know not only natural processes, but also to apply them in a timely manner for different ages in full without problems. Normal mentally healthy natural education does not need the artificial promptings of other countries that compete, contend and do not intend to help the education of another country naturally form itself in a moral direction.

Natural processes are always visible because they are beautiful, harmonious, easy to digest and easy to use. They need to be opened for a certain stage in the development of civilization with improvement. It is necessary to revitalize all the processes of theory and practice, which will help open up new stages of development with better natural education and the use of natural processes. Each scientific discovery should bring large incomes not only to itself, but also to the country, to the people without harm in all generations. All discoveries that brought disaster to the people need to be reviewed and brought to moral use, or to get rid of immoral artificial discoveries and their consequences so that the people, the country, the Earth do not suffer in the future.

The science of natural processes is the most important stage of development on which the natural formation and health of civilization depend. A healthy people will always help scientists with their wisdom to learn the natural processes of nature, regardless of nationality, religion and age. As soon as science teaches the population to distinguish freely, accurately, truth from falsehood, then science will automatically move to a higher stage of development, where natural processes are not mixed with artificial and false ones. Natural processes need to develop regardless of whether scientists want to recognize them and justify them correctly, or want to develop artificial, temporary, discoveries that are not related to natural processes, such science is waiting for a child to come and say, as in a fairy tale: “And the king is - naked!". If scientific workers do not want to disgrace themselves before the younger generation for their scientific works, for their unverified treatises copied from somewhere else, then it is better to let everyone correct in their place everything that the scientific worker has spoiled. At first, he spoiled the theory, then the practice, because he did not, as a scientist, justify natural processes in a natural competent way, and his whole life, as a liar with false teaching, passes in fear and therefore such scientists compete with others so that false discoveries are not revealed and natural Truth.

Bibliographic link

Lenskaya N.P. MODERN SCIENCE EDUCATION // International Journal of Experimental Education. - 2016. - No. 9-1. - P. 125-127;
URL: http://expeducation.ru/ru/article/view?id=10462 (date of access: 12/17/2019). We bring to your attention the journals published by the publishing house "Academy of Natural History"

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Ministry of Education and Science of the Russian Federation

FBGOU VPO "Volgograd State University"

Institute of Natural Sciences

Department of Ecology and Nature Management

ABSTRACT

Byecologicaleducation

natural scienceeducationVRussiaVmiddle19 century

Completed by: 4th year student

group EPb-111

Lukyanova E.S.

Checked by: assistant

Vostrikova Yu.V.

Volgograd 2015

natural science environmental learning schoolboy

The general upsurge of thought in the 1960s is connected in part with the appearance of Charles Darwin's book On the Origin of Species. The advanced part of Russian society raises the question of educating children in a materialistic explanation of nature, based on direct observation of natural objects and understanding the relationships between them.

The new school programs were built according to the principles of A. Luben, a talented German teacher who acted as a reformer of school science in the 30s of the 19th century. He wrote the first method of natural science. The teacher proposed an inductive method of studying natural science, in which the knowledge of nature went from the simple to the complex, from the known to the unknown, from the concrete to the abstract. The inductive method was based on students' direct observations of natural objects and understanding of the relationships between them. The ideas of A. Luben penetrated into the Russian school three decades later. It was undoubtedly progressive approach in the teaching of natural science. However, the content of the textbooks of botany by N. I. Raevsky, zoology by D. S. Mikhailov, built on the principles of Luben, did not correspond guidelines. They were overloaded with monotonous systematic material and did not develop the thinking of students.

By the middle of the 19th century, when the growing and strengthening bourgeoisie of Russia was looking for domestic markets and new objects of capital investment, interest in knowing their country had greatly increased. The concrete expression of this interest in social and cultural life resulted in a movement called "homeland studies". On its basis, “homeland studies” arose as a movement pursuing the same goals, but counting on a smaller territory. It brought to life the so-called "homeland" direction of natural science and geography in the school of that time.

A progressive teacher had a huge impact on the development of this direction in teaching younger students. KonstantinDmitrievichUshinsky(1824-1870).

K. D. Ushinsky considered nature one of the "powerful agents of human education", and natural history - the subject most "convenient for accustoming the child's mind to logic." The great educator wrote: “Children have a common unaccountable and natural desire for nature, and they love to observe the objects around them, as a result of which they have many questions that can only be solved on the basis of the principles of science.” This proves that "primary mental education must begin with the study of the natural sciences."

Ushinsky considered the whole system of studying nature, assimilation of ideas and concepts about it in explanatory reading, highlighting the method of observation as the most effective in the knowledge of nature. In his books "Native Word" (1864) and "Children's World" (1868), he included rich material on wildlife, involving observations and experiments. K. D. Ushinsky suggested starting the acquaintance of children with nature with the study of their locality and observations of the seasons, so that the child could check the impressions of reading books or teacher's messages with personal experience.

The talented teacher was struck by the gulf between the patriotic upbringing of children in the West and in Russia. “Take any little Swiss, and he will amaze you with a solid and extremely detailed knowledge of his homeland ... You will notice the same thing with little Germans and Englishmen, and even more so with Americans ...”. At the same time, a Russian person "... very often does not know which river Samara is located on, and as for some small river ... there is nothing to say, unless he himself had to swim in it."

K. D. Ushinsky believed that this situation could be corrected by introducing into Russian schools a subject based on the sensory perception of the surrounding nature - fatherland studies. “It is easy to imagine,” writes K. D. Ushinsky, “how many vivid and true to reality images, completely concrete, will accumulate in the soul of children from such a lively, visual mandatory course.”

Under the influence of the ideas of K. D. Ushinsky, new textbooks of natural science and geography began to appear in Russia, based on the principle of “homeland studies” (modern local history).

The ideas of K. D. Ushinsky had a huge impact on pedagogical and literary activity DmitryDmitrievichSemenov(1835-1902) - a talented teacher-geographer.

He began working with K. D. Ushinsky in 1860. D. D. Semenov developed a methodology for conducting excursions, compiled a manual “Fatherland Studies. Russia according to the stories of travelers and scientific research» in 6 issues.

In 1862, three parts of D. D. Semenov's "Lessons of Geography" were published. KD Ushinsky highly appreciated this textbook.

In the preface to the textbook, the author wrote: “It is best to start teaching geography from the vicinity of the area where students live ... Through comparisons of close objects with distant ones, through entertaining stories, children quietly receive the most correct concepts of various natural phenomena ... ". So the foundations of the local lore principle of education were first expressed.

D. D. Semenov believed that homeland studies could serve as a preparatory course for the study of geography, but it should also contain the beginning of natural sciences and history. "The only guide for pupils should be a reading book with a local character, where articles would be selected relating to the well-known locality in which the children live."

D. D. Semenov compiled such a textbook for the environs of St. Petersburg. First, he talks about the city, then characterizes its environs, the county and the entire St. Petersburg province, and then proceeds to the study of the land as a whole.

Semyonov proposed to complete the entire course of homeland studies in two years. In the first year, which he calls “sketchy,” the teacher “talks only about what is available to children and gradually moves from the easiest to the most difficult, from the familiar to ... the unfamiliar.” In the second year, "all fragmentary information is brought together into one whole picture, into a coherent description of the whole region."

For the purpose of a deeper explanation of certain issues, the teacher offered to set up simple experiments and conduct demonstrations: on the vaporization of water and the condensation of vapors, determining the cardinal points using a compass, measuring atmospheric pressure with a barometer, etc.

The activities of D. D. Semenov contributed to the appearance in Russia of textbooks based on the principle of homeland studies.

In contrast to the systematics and morphology of K. Linnaeus in the second half of the 19th century. in Russia, the biological direction began to be popularized, which later became the foundation of ecology (later it was put forward in Germany in the works of F. Junge and O. Schmeil). The Russian biological direction (or method) was substantiated in the works of Professor of Moscow University K.F. Rul'e, who proposed to study life in all its manifestations. He stated: “We consider it a task worthy of the first of the first learned societies to assign the following topic for the scientific work of the first scientists to investigate the three inches of the swamp closest to the researcher regarding plants and animals, and to investigate them in the gradual mutual development of organization and way of life in the midst of certain conditions.”

This task was unusual for that time, it demanded to pay attention to the everyday manifestations of life, aimed at their study and explanation. Unlike the German Methodists, Roulier was an evolutionist. For him, organisms were not adapted, but adaptable to the environment. When studying the body of an animal, he first of all found out the reason for the formation of one or another organ.

Speaking about the learning process, K. F. Roulier emphasized that one of its most important conditions is visibility, which can only be higher than the study of nature.

The development of natural science methods in the second half of the 19th century. associated with the name AlexandraYakovlevichGerda(1841-1888). He substantiated the system of studying nature in primary school, from the inorganic world to plants, animals and humans.

The textbook "The World of God", written by A. Ya. Gerd for students in grades 2 and 3, consisted of 2 parts - "Earth, air, water" and "Plants, animals, man." It also included the study of the history of the Earth with elements of evolutionary teaching.

The teacher rightly justified this construction of the course by the fact that “observations on minerals are easier and simpler than observations on plants and animals, and at the same time, observation skills are acquired ... Acquaintance with the mineral kingdom provides children with the information necessary for complete observations of plants and animals. An animal must be considered in connection with its entire environment, a plant in connection with the soil on which it grows, therefore, first of all, children should be introduced to the mineral kingdom ... ". In addition, the laws of the evolution of nature cannot be known without understanding the relationships that exist between the inorganic and organic worlds.

A. Ya. Gerd believed that “... before embarking on a systematic course in the natural sciences, the teacher needs to arouse in children an interest in nature, and this is possible only with a direct collision of children with natural objects in their natural environment. The teaching of natural science should, if possible, begin in a garden, in a forest, in a field, in a swamp ... When the children study their surroundings in this way, then you can move on to the flora and fauna of remote areas, defining and enlivening them by comparisons with well famous paintings motherland."

A. Ya. Gerd saw the basis of successful teaching of natural science in sensory cognition, "living contemplation", based on the study of the nature of one's region during excursions. A. Ya. Gerd added to the forms of teaching natural science and developed a methodology for conducting practical classes in subject lessons in the classroom, the basic material for which was the local nature. The factual material obtained in the natural environment through extracurricular observations, according to A. Ya. Gerd, created a solid foundation for building a theory of the issue under study. Thus, A. Ya. Gerd outlined the ways of interconnecting the forms of education and successfully implemented them in his pedagogical activity.

In 1883, Gerd published a methodological manual for teachers entitled "Subject Lessons in Primary School", in which he proposed a methodology for conducting observations and experiments in science lessons. Unlike Luben, the teacher brought to the fore the development of schoolchildren's ability to make generalizations and conclusions based on observed facts. He called not to be limited to the inductive method of studying natural science, which reduces the knowledge of nature to description and comparison, but also recommended the use of deduction, which makes it possible to establish cause-and-effect connections between phenomena. A. Ya. Gerd believed that the main task of the teacher is to give competent explanations in the classroom, and children, observing natural objects and conducting experiments with them, will learn to describe, compare, generalize, draw appropriate conclusions.

A. Ya. Gerd demanded that the teacher regularly compose lesson notes and he himself developed a methodological guide for teachers, "The First Lessons of Mineralogy." Lesson plans for the study of inanimate nature were the first example of a methodology for teaching a separate subject.

Consequently, A. Ya. Gerd was the first to solve the main general problems of the methodology of teaching natural science. Until now, the works of A. Ya. Gerd serve as the basis for methodological developments in the course of natural science.

The contribution of A. Ya. Gerd to the theory of methods of natural science can hardly be overestimated, but practical value his work at that time was small due to the exclusion of natural science in 1871 from the number of subjects taught in public schools.

Again, the question of the study of the surrounding nature begins to be discussed in late XIX V. This was facilitated by the journal "Natural Science and Geography", which raised the problems of using the natural environment of children in organizing various forms of educational work. Particular attention was paid to the organization and conduct of excursions in the city. “It is by no means redundant, but it is absolutely necessary to talk with students about such subjects that they daily have before their eyes. It would be extremely erroneous to think that the child peers into what surrounds him. The purpose of the school, in general, is to accustom the student to stop his attention on those subjects on which his gaze until then glided without any thought.

The development of capitalism at the end of the XIX century. required extensive reform school education and the mandatory introduction of natural science into the system of school subjects.

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Agayeva Nurlana Yaverovna
Educational institution: MBOUDO "CHILDREN AND YOUTH CENTER"
Brief job description:
Publication date: 2018-04-28 Natural science direction in additional education Agayeva Nurlana Yaverovna MBOUDO "CHILDREN AND YOUTH CENTER" The article presents the municipal socio-pedagogical program "Laboratory of discoveries", which has a natural science orientation.

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Natural science direction in additional education

Currently, the education system is undergoing profound changes, primarily due to the peculiarities of the development of society. So, for example, the natural science direction is undergoing changes. Today, it is again put in the lead and is actively promoted in education. In the modern sense, the content of the natural science orientation includes the formation of a scientific picture of the world and the satisfaction of the cognitive interests of students in the field of natural sciences, the development of their research activity aimed at studying objects of animate and inanimate nature, the relationships between them, environmental education, acquisition of practical skills in the field of nature protection and nature management. On present stage many natural sciences (chemistry, physics, astronomy, earth sciences, ecology, medicine) are increasingly converging in their development. It is no coincidence that most of the most important scientific discoveries are made at the intersection of sciences.

Without exception, all thematic areas of natural science education of children contain elements of educational and research activities to one degree or another. In some projects, this is the search and study of retrospective and modern information, in other cases, students independently select an adequate solution to the tasks or conduct environmental studies.

For younger schoolchildren, natural science education is a way of solving the problems of education that are important for them, choosing and expanding the circle of communication, choosing life values and guidelines for self-determination, as well as developing cognitive activity, independence and curiosity.

In the municipal budget educational institution additional education THE CHILDREN AND YOUTH CENTER of Severodvinsk is implementing the municipal socio-pedagogical program "Laboratory of discoveries". This program is designed for children 9-10 years old for the entire academic year and has a natural science focus.

The program includes 4 blocks of natural science disciplines:

· Block No. 1 "Biology" (September-October);

· Block No. 2 "Physics and Chemistry" (November-December);

· Block No. 3 "Geography" (January-February);

· Block No. 4 "Astronomy" (March-April).

This program allows students to get acquainted with many interesting issues that go beyond school curriculum, to expand a holistic view of the sciences. Creating situations of active search at the stages of the program, providing an opportunity to make their own “discovery”, getting acquainted with original ways of reasoning, mastering elementary research skills will allow students to realize their potential, gain confidence in their abilities. The main goal of the program is to expand, deepen and consolidate the existing knowledge of younger students and show students that science is not a set of boring and difficult rules, but an exciting journey filled with interesting discoveries.

During the stages of the program, the following forms and methods of work are used: a game-journey, a master class, a fair, a presentation, defense of works, an exhibition, an educational game.

According to the results of the stages, all participating teams receive points that are entered into their special "diary". The evaluation of the results of the program is carried out according to the point-rating system. The winner of the program is the class with the most points at the end of all stages. The jury evaluates the work of the participants, based on the criteria prescribed for each event.

Literature:

1) Kaplan B.M. On the modern content of the natural science orientation in the additional education of children // Ecological education for sustainable development: theory and pedagogical reality: Proceedings of the International Scientific and Practical Conference. - Nizhny Novgorod: NGPU im. K. Minina, 2015. - S. 357–361.

2) Morgun D.V. Development of natural science literacy by means of additional education for children

3) Polat E.S. New pedagogical and information technologies in the education system. - M. - Academa. – 2003

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Natural science education. Modern problems of science and education. Trends in the humanization of modern education, a plurality of approaches

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