Keyword: «natural science education»

The paper deals with the linguistic and cultural component selecting technology for foreign language studies in Natural Sciences. It is aimed at t selection of educational materials and educational communicative situations for teaching English for special purposes for bachelor degree courses, master courses and postgraduate training programmers.

The article highlights the relevance of developing ideas about plant life in extracurricular activities among third-graders as an important means of natural science education for younger schoolchildren. The above concepts contribute to students' awareness of the key processes occurring in plants and their importance to the environment. This contributes to the development of a conscious approach to the natural environment among schoolchildren, increases interest in natural science disciplines and lays the foundation for further development of biology. Extracurricular activities allow you to expand the scope of the school curriculum around the world, making the study of plant life more exciting and practice-oriented.

Promising areas of development for modern Russian society include information technology and digitalization, the development of solutions based on artificial intelligence, research and development of new materials and nanotechnology, biotechnology in medicine and agriculture, development of renewable energy sources and increased energy efficiency in industry and construction, development of the space industry, etc. Undoubtedly, deep fundamental knowledge and practical competences, a high level of mental cognitive processes development, interest and motivation for studies in the field of natural sciences are necessary to work in the specified areas, and the desire for self-development and self-realization in the context of the technosphere is ensured by the creation of a system of continuous STEM education, starting from preschool childhood. This direction refers to an approach to learning that integrates four areas: science, technology, engineering and mathematics. In this regard, the multi-component and integrated nature of STEM education creates a basic foundation for the use of a modular approach when initiating students into various areas of science and technology, mathematics, engineering, physics and other sciences that have an impact on a wide range of professions. The aim of this article is to characterize and describe effective educational practices for using the opportunities of a modular approach in STEM education for children aged 5-7 years. The study utilized a combination of theoretical and empirical research methods. Theoretical methods were used to analyze research on science education in Russia and abroad, the organization of STEM education in preschool educational institutions, modular technologies, which made it possible to identify the relevance and necessity of finding optimal solutions in this aspect and a more detailed study of the conditions for implementing a modular approach in STEM education for preschoolers. The use of empirical methods provided material for the analysis of effective practices in STEM education for preschool children using the latest scientific advances. The structural and functional model of STEM education proposed in the article was tested at the Pelican Educational Center of the Mordovian State Pedagogical University named after M. E. Evseviev. The theoretical significance lies in clarifying the understanding of the modular approach and the specifics of its implementation in STEM education of preschoolers. The practical significance of the obtained results lies in the possibility of their use in the design and organization of additional education for preschool children in the field of STEM.

Modern challenges of natural science education are caused by the persistent fragmentation of chemical knowledge among applicants and students, formed by examination-oriented training and high abstractness of the subject. This does not contribute to the development of holistic objective thinking, increases learning anxiety and reduces cognitive motivation. Therefore, there is a need for specialized tools capable of transforming complex theoretical abstractions into visual modeling actions for a deep understanding of chemical patterns through practice, rather than through mechanical memorization of formulas and algorithms. The purpose of the work is to develop and methodically substantiate the author's original series of educational board games in chemistry, in which game mechanics serve as a metaphor for fundamental chemical laws, as well as to determine the minimum sufficient level of resource investment for their creation. The research was implemented in the design of iterative qualitative observation in the period 2021-2025. The empirical base consisted of more than 300 respondents of various age and educational categories. The key methodological principle of development is the self-sufficiency of game mechanics. The thematic blocks cover the most problematic sections of the course: the periodic system, atomic structure, organic nomenclature, stoichiometry, and electrochemistry. The rules of the games directly model scientific patterns, ensuring the learning of the material and a built-in system of self-correction of errors during repeated game cycles without external methodological support. The effectiveness assessment was based on qualitative indicators: verbal markers, the dynamics of reducing typical errors, and willingness to repeat sessions. The multi-stage testing confirmed the high diagnostic and formative function of the developed tools. Games effectively and objectively identify typical gaps in knowledge, ensure their independent correction through the internal logic of the rules, significantly reduce learning anxiety and form a stable internal motivation. A qualitative shift in students from generative reproduction to the causal justification of chemical processes has been recorded, while the fundamental feasibility of the approach in conditions of limited copyright resources has been proved. A promising transition from fragmentary didactic manuals to system gaming environments is theoretically substantiated, and key design principles are formulated. Practically developed games are ready-to-scale tools for implementation in the educational process of schools and universities, reducing the burden on teachers while filling basic gaps and providing a step-by-step, conscious development of subject thinking in chemistry.

the article deals with the problem of insufficient development of methodological and didactic materials aimed at developing the natural science functional literacy of schoolchildren in the framework of teaching physics. Special attention is paid to the practical example of STEAM tasks that develop students' skills in critical thinking, creativity, data interpretation and the application of knowledge in real-life situations. The research results are intended for physics teachers and methodologists interested in modernizing the educational process and creating modern educational materials.