THEORETICAL FOUNDATIONS AND HISTORICAL DEVELOPMENT OF THE INTEGRATIVE APPROACH IN TEACHING NATURAL SCIENCES IN PRIMARY EDUCATION
Abstract
This article provides an in-depth analysis of the theoretical foundations of the integrative approach in teaching natural sciences at the primary education level and its historical development within Uzbek pedagogy. Drawing on the IMRAD structure, the study relies on the scientific works of Uzbek scholars published since 2020. It examines interdisciplinary connections, STEAM integration, transdisciplinary approaches, and cognitive theories as mechanisms for developing children’s understanding of nature and ecological competencies. The research findings demonstrate that integrative methods significantly enhance education quality within the framework of Uzbekistan’s education reforms (2020–2030), while strengthening students’ cognitive and creative potential. The article holds both theoretical and practical value for master’s-level research in pedagogy theory and history, and offers recommendations for the effective implementation of the integrative approach in Uzbekistan’s education system.