INFORMATION AND COMMUNICATION TECHNOLOGIES AS A MEANS OF MASTERING NATURAL SCIENCE KNOWLEDGE IN PRIMARY SCHOOL

Abstract

The article deals with an actual problem of environmental education and upbringing of primary school children. The results of a study conducted with the aim of studying the impact of information and communication technologies on the effective assimilation of knowledge about the world by younger schoolchildren, fostering respect for nature are presented. During the conducted pedagogical experiment, the hypothesis is tested that the use of various elements of information and communication technologies in the lessons of cognition of the surrounding world will contribute to a better assimilation of natural science knowledge, skills and the formation of qualities of respect for nature among younger schoolchildren. The test results conducted in the experimental and control groups at the ascertaining stage show that there are certain gaps in the students’ natural science knowledge; the degree of their interest in the educational subject “The world around” is not high enough. The results of the survey of teachers show that information and communication technologies are rarely used in the lessons of cognition of the surrounding world in the third grade. At the training stage of the study, a system of information and communication technology elements (video materials, thematic videos, interactive whiteboard and slide presentations, etc.) is introduced in the experimental classroom in the process of implementing a specially designed lesson cycle. A comparative analysis of the results of the control stage confirmed the effectiveness of ICT – the level of assimilation of natural science knowledge in the experimental group became higher; the answers of children showed that the lessons of knowledge of the world are a priority for a large number of students; children believe that information and communication technologies in the lessons of knowledge of the surrounding world bring significant benefits. The article concludes that knowledge about the world around us and the increased interest in the topics of nature lessons stimulate schoolchildren to discuss topical environmental problems and develop environmental projects. Information and communication technologies have a huge pedagogical potential, which in the future can be used not only in the educational activities of younger schoolchildren, but also in design and research activities of an environmental orientation.