PRIMARY SCHOOL STUDENTS’ CONCEPTIONS OFNATURE: THEORETICAL–FOUNDATIONALAPPROACHES AND THE CONTEXT OF NATIONALEDUCATION

Abstract

This study examines the theoretical foundations and pedagogical conditions for developing primary school students’ conceptions of nature within the framework of national education. It synthesizes contemporary perspectives from developmental psychology, environmental education, and interdisciplinary pedagogy. The analysis highlights the significance of experiential learning, social interaction, value-oriented instruction, and curriculum integration in fostering stable and meaningful environmental understanding. Emphasis is placed on aligning classroom practices with sustainable development principles to cultivate ecological awareness and responsible attitudes toward the natural environment from an early age.