SCIENTIFIC THEORETICAL FOUNDATIONS OF USING THE HERITAGE OF OUR SCIENTISTS IN THE FORMATION OF ENVIRONMENTAL EDUCATION IN PRIMARY GRADES

Аннотация

This article examines the scientific and theoretical foundations for integrating the legacy of prominent scientists into the development of environmental education for primary school students. It explores the pedagogical value of national scientific heritage, particularly the contributions of historical scholars such as Al-Biruni, Ibn Sina, and others whose ecological insights and nature-based philosophies can serve as a foundation for shaping environmental consciousness from an early age. The article also discusses strategies for curriculum integration, developmentally appropriate pedagogical methods, and the role of cultural identity in fostering responsibleenvironmental behaviorin young learners. Kеywоrds:Environmental education, primary education, scientific heritage, Al-Biruni, Ibn Sina, ecological thinking, national scientists, pedagogy, sustainable development, cultural identity. INTRОDUСTIОN Environmental education has become a pressing necessity in the modern world due to escalating ecological crises, climate change, and the deterioration of natural ecosystems. Instilling ecological awareness and responsibility from a young age is critical in forming environmentally literate citizens. In this context, the legacy of our historical scientists offers a rich pedagogical resource that can make environmental education more meaningful, culturally rooted, andintellectually stimulating. The great thinkers of the East — such as Abu Rayhan Al-Biruni, Abu Ali Ibn Sina, Mahmud Zamakhshariy, and others — explored natural phenomena with scientific rigor and philosophical depth centuries before ecological science emerged as a formal discipline [1, 2]. Their works reflect an integrated view of humanity and nature, responsibility toward natural resources, and a harmonious worldview that aligns closely with the objectives of modern environmental education. This article aims to present the theoretical foundations for using this heritage in teaching environmental concepts to primary school students, highlighting how the values, insights, and intellectual contributions of our scholars can enhance both the effectiveness and relevance of ecological education. MАTЕRIАLS АNDMЕTHОDS The legacy of scientists such as Al-Biruni and Ibn Sina presents a unique opportunity to mergecultural education with environmental instruction. For example: Al-Biruni wrote extensively on geography, the behavior of water, the properties of minerals, and the interdependence of natural systems. His descriptions of tides, the water cycle, andsoilstructures align with modern environmental science [1]. Ibn Sina emphasized the balance of natural elements and discussed the interconnection between human health and the environment inhis work Canonof Medicine[2]. page1772 INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE ISSN:2692-5206,ImpactFactor:12,23 AmericanAcademicpublishers,volume05,issue03,2025 Journal: https://www.academicpublishers.org/journals/index.php/ijai By studying these contributions, students not only gain scientific knowledge but also develop a sense of respect for their intellectual heritage. This cultural connection fosters identity, belonging, and responsibilitytoward thenatural world. RЕSULTSАNDDISСUSSIОN Environmental education in primary school is grounded in several key pedagogical theories: Constructivist theory (Piaget, Vygotsky): Children learn best through interaction with their environment. Using local examples, historical figures, and real-life observations helps construct meaningful knowledge. Holistic education: Education must address the intellectual, emotional, and ethical dimensions of the child. Teaching about nature from the perspective of cultural values nurtures notonly knowledge but also care and empathy. Moral development theory (Kohlberg): Exposure to the ethical teachings of historical scientistsreinforces theimportance ofethical behavior toward theenvironment. These theories support the integration of scientific heritage as a bridge between cultural learning and environmental responsibility. The practical implementation of our scientists' legacy into the primary curriculum involvesmultiple pedagogical strategies [5]: Approach ExampleActivity Storytelling and Narrating the life of Al-Biruni and his exploration of rivers and biographies mountains Project-based learning Creating a nature observation journal inspired by Ibn Sina’s writings onplants Experiential learning Outdoor activities reflecting the harmony of nature as seen in medieval science Arts-integrated learning Drawing or modeling environmental concepts based on historical diagrams and maps Inquiry-based learning Students ask and investigate questions about the Earth, as Al-Biruni once did These approaches ensure that heritage is not merely historical content but a living, dynamicelement ofstudents’ learning experience. Teaching environmental education through the lens of scientific heritage allows for the transmissionofseveral core values: Respect for