FORMATION OF INITIAL CONCEPTS ABOUT ENERGY THROUGH MEDIA EDUCATION: METHODOLOGICAL RECOMMENDATIONS

Аннотация

The article presents proposals and recommendations concerning the methodological support for the use of media education resources in forming initial concepts about energy among primary school students within thesubject "Natural Sciences." Keywords: Energy, media education, formative and summative assessment, interdisciplinary integration. Today, the energy sector is one of the critical areas directly impacting the daily lives of every citizen. Forming concepts in children about energy sources, their types, conservation, and ecological safety can beeffectively implemented through modern media education approaches. Media education is an instructional methodology aimed at developing students' skills in searching for information through media tools, analyzing it, critical thinking, and fostering creative approaches. This approach serves as an effective tool in assimilating initial knowledge about energy. In providing a generalized description of integration, three levels of knowledge integration can be distinguished: Theempirical level (descriptive)combines specific information from various fields; The theoretical level synthesizes modern fundamental theories, thereby creating a holisticsystem oftheoretical scientificconcepts about aparticular phenomenon; The methodological level integrates the essential ideas of various methodological approaches relevant tothephenomenon under studyand its development . The goal of teaching Natural Sciences is to orient students towards lifelong learning and equip them with 21st-century competencies—such as communication, creative thinking, collaboration, digital literacy, critical thinking, problem-solving and decision-making, as well as research and science-related competencies—developed on the basis of national and universal values. This aims to create a solid foundation for active citizenship and professional activity. Research competencies involve: Using models, defining research goals and planning,conducting research, analyzing research results,evaluating and drawing conclusions. Science-related competencies involve: Understanding, explaining, analyzing, and evaluating the essence of natural phenomena,applying fundamental laws concerning natural phenomena and methods of studying nature,designing and modeling natural objects, phenomena, and processes,independently applying acquired knowledge, skills, and competencies in personal, professional, and social activities tosolveemerging problems. Themain tasks ofNatural Science education are: page2622 INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE ISSN:2692-5206,ImpactFactor:12,23 AmericanAcademicpublishers,volume05,issue05,2025 Journal: https://www.academicpublishers.org/journals/index.php/ijai To instill in students lifelong learning values such as patriotism, active citizenship, initiative, humanism, diligence, mutual respect, and tolerance,to develop skills in students such as communication, creativity, teamwork, media literacy, critical thinking, problem-solving, and decision-making,to impart knowledge about fundamental scientific concepts, theories, and laws, to develop students' research skills,to guide students in preserving their own and others' health and adhering to a healthy lifestyle, to instill in the younger generation the virtues of using the achievements of natural sciences for noble purposes in life and adopting a reasonable attitude towards nature and all its resources,to guide students towards conscious career choices by describing theactivities of professionals working in various fields ofnatural sciences. Natural Sciences are taught based on a research-based education model. In this model, the student is expected to plan their own activities as a researcher, while the teacher acts as a facilitator—guiding the student towards research and evaluating their activity. This model is aimed at developing scientific literacy in students based on the formation of research skills.This modelis usedin theeducation systems ofvarious countries as the 5Emodel. The research-based education model is a modern approach to organizing education, consisting of five stages: Engagement (focusing attention on a problem), Exploration (investigation), Explanation (clarification), Elaboration (application), and Evaluation (assessment). Using the research-based model yields good results when covering topics designed for several hours. Using it for topics designed for one hour reduces the effectiveness of each stage dueto timeconstraints. Stage 1.Engagement. The goal of Stage 1 is to activate students' prior knowledge, direct attention to the object, scientific phenomenon, or problem under study, spark interest in learning the new topic, andidentify common misconceptions in students' knowledge. Teacher Activity: Encourages students to answer questions; encourages peer discussion;encourages sharingof ideas and thoughts. Student Activity: Answer questions; engage in peer discussion;share theirideas and thoughts Stage 2.Exploration. The