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Abstract
The distinctiveness of the curriculum framework for “Nature and Society” lessons reflects the diversity and inclusivity of topics drawn from a broad range of natural and social sciences. Given the complexity of the material related to natural and social phenomena and processes, a research-based approach is necessary. The methodological framework must be aligned with the particularities of each science involved. This study explores the unique possibilities for implementing the curricular content of "World Around Us" and "Nature and Society" in the first cycle of elementary education. In this context, their application in lesson planning and execution can help develop a conceptual framework for understanding social and natural phenomena. Based on existing theoretical knowledge and a review of relevant pedagogical-methodological literature, it has been found that problem-based and discovery-based learning are effective teaching methods. These approaches emphasize students' active participation in the process of acquiring and developing knowledge. The insights gained from this research open new avenues for further study, with a recommendation to focus more on the practical application of these teaching methods in direct interactions with students.
Published Version
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