Nature Of Scientific Knowledge Research Articles

Pengaruh Model Problem Based Learning Berbantuan Media Couple Card terhadap Kompetensi Pengetahuan IPAS Siswa Kelas IV

Learning models and media used by teachers in improving students' natural and social science knowledge competencies still use conventional learning models so that students' abilities in natural and social science learning competencies are still lacking. To overcome this, researchers suggest using varied learning models and media to improve students' natural and social science knowledge competencies. The couple card media is a paired card media that contains pictures and writings. The problem was discussed through experimental research. The results obtained from this study are the use of couple card media can improve the competence of natural and social science knowledge of fourth grade elementary school students with a total of 40 students. Data on natural and social science knowledge competencies were then analyzed with the polled variance t-test. The results of data analysis are tcount = 9.167 > ttable = 1.990 at a significance level of 5% with dk = 78, so, H0 is rejected and Ha is accepted. So, there is a significant difference in the competence of natural and social science knowledge between groups of students who are taught with a problem-based learning model assisted by media couple cards with students who are taught with conventional learning. When viewed from the average posttest value of natural and social science knowledge competence of the experimental group is 84.35 more than the control group is 70.7. It can be concluded that the problem-based learning model assisted by couple card media has an effect on the competence of natural and social science knowledge of fourth grade elementary school students.

«Философия математики» Германа Когена, или Что не так с марбургским методом

Neo-Kantianism in general and the Marburg school are becoming an increas­ingly popular subject of research both in the Russian and global academic com­munity. Thanks to the meticulous archival work of H. Holzhey, K.Ch. Köhnke, U. Sieg and other scientists, rich historical and philosophical dimension of this phenomenon has been discovered. As a result, neo-Kantianism is no longer read strictly through the prism of an (unsuccessful) attempt to scientize philosophy in the image of natural scientific knowledge. At the same time, it seems interest­ing to analyze this attempt from the point of view of its internal content. The ob­ject of this study is mainly H. Cohen’s “Das Princip der Infinitesimal-Methode und seine Geschichte”, conjugated with the historical and theoretical context of psychological discussions. The term “Cohen’s method” in its early temporal localization of the beginning of the 1880’s, we expand to the “Marburg method”. It is based on a functional interpretation of the process of cognition using the ex­ample of infinitesimal calculus. Despite the declared opposition to the psycho­logical programs of philosophy, we believe that Cohen could not achieve this task at theoretical level. The intuitive definition of mathematical entities in gen­eral and the usage of a psychophysical mathematical model is an unsuccessful way of countering psychological programs of philosophy. At the same time, we believe that despite the outward exoticism of the philosopher’s conclusions, the desire to “dereify” and “denaturalize” the concept of reality finds full expression in his model, which is extremely important for the formation of the Marburg Neo-Kantianism. Reconstruction and comprehension of what we conditionally call "the philosophy of mathematics of Hermann Cohen" allows us to better un­derstand the essence of the theoretical superstructure that he created over the form of mathematical derivation.

Theory assessment and reality in Boltzmann’s epistemological thinking

ABSTRACT This paper discusses how theories can be assessed within the epistemological viewpoint advanced by the Austrian physicist Ludwig E. Boltzmann. It builds upon, and further develops, the perspective of Boltzmann's thinking as advanced by Ribeiro and Videira [1998. “Dogmatism and Theoretical Pluralism in Modern Cosmology.” Apeiron – Studies in Infinite Nature 5 (3–4): 227–234]. Boltzmann's epistemological viewpoint accepts that reality is real and proposes that reality can be described by different points of view because his main philosophical thesis states that scientific theories are images of Nature. We present the historical context that witnessed the genesis of Boltzmann's ideas and expand Ribeiro and Videira's [Ibid] perspective by arguing that later in his life Boltzmann realized the insufficiency of his thesis as justification for theoretical pluralism and avoidance of dogmatism. Consequently, his thinking went beyond epistemology, the nature of scientific knowledge, to include realism, the nature of the represented objects.

Interdisciplinarity in natural science and humanities as the basis for the development of education

The author analyzed the contradictory statements regarding the present and future of Russian education related to the choice of knowledge priorities between natural sciences and humanities. The author notes that pedagogical science should abandon the paradigm choice between the humanistic values of education and rationalistic technological approaches to the learning process. The author believes that the changes in humanities knowledge should be considered as a consequence of changes in the natural science knowledge. This fact testifies to the mutual penetration of various ways of thinking and the dualistic unity of seeming opposites. By interpreting the technocracism as a concept of the power of professionals based on scientific and technical knowledge, the author suggests that the development of education should be based on dualistic unity, and not on the contrast between natural science and humanitarian knowledge. The author notes that at the current stage of the development of civilization the priority task is to prepare transprofessionals with integral interdisciplinary professional competencies that are able to solve professional tasks at the intersection of various sciences, while understanding the social consequences of their actions. According to the author, technocratism ensures the transition from ideas about the desired image of a graduate of an educational institution to a truly developed professionally competent person with fundamental education. At the same time, humanistic values determined by the culture and national traditions of their country should provide high ethical and moral personal qualities of a transprofessional, without which sufficient civic responsibility and an active life position in conditions of continuous technogenic transformations in all spheres of life are impossible.

A színpadon : A természettel kötött szerződés

This article reflects on Michael Serres’ philosophical insights in Le Contrat Naturel (1990), emphasizing the urgency of redefining humanity’s relationship with the Earth. Serres proposes a symbiotic alliance between the knowledge of natural sciences and prudent judgment, advocating for a profound shift in our interaction with the planet. The article delves into Serres’ conceptualization of the five elements - earth, air, fire, water, and the universe of the living - while scrutinizing the role of sciences in fostering a harmonious coexistence with nature. It also examines Serres’ critique of contemporary philosophy and social sciences, highlighting the unique position of natural sciences in acknowledging the material realities of the world. The interpretation of the two included images draws our attention to the consequences of neglecting the interconnectedness of humanity and nature. The author contends that scientists, as stewards of the Earth, must engage in a transformative process to ensure the sustainability of the planet for future generations.

On the dualistic unity of natural science and the humanities

This paper is an analysis of the effectiveness of the Russian learners from the 2019 TIMSS International Monitoring Study report. While analyzing the document, the initial conclusion drawn by the author is that the mathematical and natural science literacy of Russian schoolchildren is quite high and that the educational system in Russia is stable. At the same time, the author suggests that rethinking the directions of educational development is impossible without taking into account the underlying processes occurring in the depths of basic general education. In the author's opinion, the lack of significant gains in the scores of Russian students over the last 2 phases of the TIMSS studies is an indicator of certain stagnation in primary mathematics and science education. The author is of the belief that a statement of this fact should contribute to the fundamentalism of education. Assessing the structural correlation between natural science and humanities knowledge by quantitative volume of academic load of mathematics and natural science disciplines, the author points to the dualistic unity of natural science and humanities knowledge in high school, which should contribute to the development of creative independent thinking of students. The author's understanding of the results of the context survey of Russian schoolchildren indicates the need to improve the professional expertise of the science teachers, which will improve the outcome of the educational process. The author suggests adopting the experience of other countries in implementing the interdisciplinary approach to the educational process. The author emphasizes that STEM education imposes special requirements on the teacher, who must have integrated knowledge of mathematics, science and technology, be fluent in computer programs, be motivated to work with children and be skilled in didactics.

КВАЛИМЕТРИЧЕСКОЕ ПРАВО КАК ПОДОТРАСЛЬ КОНДИЦИОННОГО ПРАВА (НА МАТЕРИАЛАХ РЕСПУБЛИКИ БЕЛАРУСЬ)

Introduction: qualimetry is a science of measurement and quantitative assessment of the quality of various things and processes, objects of the material and ideal world. Many sciences (natural, technical, humanities) use the term ‘quality’ and therefore effectively interact with qualimetry. Quality and methodology for measuring quality are also legal institutions. The legislation of the Republic of Belarus contains a whole range of legal norms (including norms of technical nature and standards) that regulate the qualimetry of various processes and social relations. The national qualimetric system has been formed, while the doctrinal institutionalization of qualimetric law has not yet taken place, which is explained by the lack of a doctrinal understanding of the nature and essence of qualimetric legal relations and qualimetric regulation, associated with the lack of a proper conceptual and categorical apparatus. Purpose: to substantiate the need for the institutionalization of qualimetric law as a sub-branch of conditional law in order to solve a large-scale scientific problem – the creation of an effective methodology for legal regulation of economic legal relations. Approach: since qualimetry is a specific field of scientific knowledge, a unique interdisciplinary structure in which natural science and humanities knowledge are inextricably integrated, the study was carried out based on the principle of interdisciplinarity as an idea, methodology, and mechanism that makes it possible to discover complex backbone links between related fields of expertise. Results: the paper shows qualimetry to be a complex field of scientific knowledge, a symbiosis of natural sciences and the humanities, and clarifies its subject matter. It is substantiated that qualimetric legal relations are a type of conditioned legal relations that develop with regard to qualimetric regulation; their essential features are identified, and a classification of qualimetric legal relations is provided. It is argued that qualimetric law is a subbranch of conditional law, its subject and system are defined. The expected positive effect that will result from the institutionalization of qualimetric law is predicted.

Parameterization Design of 3D Fractal Images in Packaging Design Based on Genetic Algorithm

Packaging design, as an important element in product appearance, can directly affect customers' sensory perception of the product. Many universities even offer packaging design majors, which mainly use natural science and aesthetic knowledge to promote product sales. However, many old brands remain complacent and their packaging design still adopts traditional thinking, which to some extent affects their sales. Therefore, this article decided to use genetic algorithms as a tool to parameterize the 3D fractal images in packaging design, aiming to create more creative and eye-catching packaging designs. At the end of this article, an experiment was conducted on two branches of a certain brand. Branch 1 tried out the new design provided in this article, while Branch 2 continued to use the original design. After Branch 1 fully adopted the design, sales skyrocketed, from the original daily sales of 50-60 units to 70-85 units. Branch 2 remained unchanged, with a sharp contrast.

Non-Classical Logics in Modern Science

Non-classical logicians have significantly expanded the traditional field of using logical methods. The first of them was the three-digit logic of Y. Lukasevich. Next came the three-digit logic of A. Bochvar, the "quantum logics" of G. Reichenbach and P. Detush-Fevrier, infinite-valued, probabilistic and other logics. The possibilities of non-classical logics have become widely used in various branches of scientific knowledge. Polysemantic, fuzzy, intuitionistic, modal, relevant and paranoherent, temporal and other non-classical logics are widely used today in physics, computational mathematics, computer science, linguistics, jurisprudence, ethics and other fields of natural science and socio-humanitarian knowledge. The recently increased interest in non-classical logics is explained, first of all, by the fact that various philosophical, syntactic, semantic and metalogical problems that were previously discussed in the scientific community are being replaced by practical interests. The main source of such interest is their wide application in computer science, artificial intelligence and programming. The logic of causality is used in the interpretation of the concepts of "law of nature", "ontological necessity" and "determinism"; temporal modal logics - for modeling, specification and verification of software systems of logical control; logics with vector semantics, combining the features of fuzzy and para-contradictory logics - in solving problems of dynamic verification of production knowledge bases and expert systems.

ФОРМИРОВАНИЕ МЕНТАЛЬНЫХ РЕПРЕЗЕНТАЦИЙ: НОВЫЙ ПОДХОД К ОБЪЯСНЕНИЮ ПРИРОДЫ АНТИЦИПАЦИОННОЙ ДЕЯТЕЛЬНОСТИ

The systemic functional-regulatory approach played a big role in identifying the general patterns of anticipatory activity and in recognizing anticipation as one of the basic properties of the psyche. From this point of view, the concept of A.A. Ukhtomsky about the integral image, which is an integral part of his doctrine of the dominant as the main system-forming principle of the organization of human behavior and psycheб is of particular interest. The integral image, as a product of the dominant, acts as a kind of anticipatory scheme that predetermines the vector and nature of future activity. The dynamic development of the integral image can be represented as a series of successive and hierarchically organized levels of mental transformation. Ukhtomsky's concept for the first time provides a holistic platform for explaining the nature of anticipating activity and those systemic cognitive deficits that occur in developmental disorders. In this case, the dominant need acts as the main condition for the transition of a sensory image as a certain generalized representation from a potential formation into an active component of the formation of anticipatory schemes of behavior. Created on the basis of a synthesis of natural science and humanities knowledge about human nature, the concept of an integral image is an example of a comprehensive interdisciplinary approach to the problems of studying the basic foundations of human mental activity and can currently act as a new paradigm in the study of anticipation problems.

The Prophetic Sunnah: A Second Source of Knowledge in Islam

The prophetic Sunnah is considered the secondary source of knowledge in Islam. The holy Qur’an which is the primary source of knowledge in Islamic worldview has confirmed the necessity and the importance of the Sunnah in its various chapters; on the ground that the Prophet Muhammad (p.b.u.h) who is the founder of the Sunnah is an infallible and a chosen prophet by Allah to all mankind. Therefore, the prophet Muhammad (p.b.u.h) never acts according to his own desire, but he is always acting with the guidance of revelation from God. Based on this tangible fact, it is an undeniable fact that the prophetic Sunnah is an authentic secondary source of knowledge in Islam. Which is also able to provide valid knowledge not only in religious sciences, but, it is also able to provide us accurate knowledge of natural sciences and humanities. Thus, the objective of this article is to explore vis-a-vis the importance of the prophetic Sunnah, and provide the raison d’etre on the relevance of the Sunnah for our contemporary life. Yet, for the sake of academic paper the Quranic approach will be applied, that is by searching the validity and the relevance of the prophetic Sunnah to human life according to Quranic worldview. Lastly, the article will provide a brief conclusion followed by some suggestions and some recommendations.

ХРИСТИАНСКИЕ СЮЖЕТЫ И СИМВОЛИЧЕСКИЕ ИЗОБРАЖЕНИЯ НАУЧНЫХ ОТКРЫТИЙ В РЕАЛИСТИЧЕСКОЙ КАРТИНЕ: ВЗАИМОСВЯЗЬ НАУКИ И ИСКУССТВА

The article deals with the influence of scientific discoveries on the artistic practices of fine arts. We propose a hypothesis about the influence of a new view on the realistic picture by society and artists, as on a visual narrative and narrative practice with a system of semiotic signs and symbols of new realities of natural scientific knowledge of the late Late Middle Ages, the beginning of the New Age in Europe. In this paradigm of scientific discoveries, new proposals for the symbolism of traditional Christian subjects were formed. Was this new symbolic system in the works we are discussing uniquely readable to contemporaries? Probably yes. For those of them who were the customer of easel and monumental paintings, all signs and symbols indicating scientific discoveries were understandable and acceptable in translating into the language of symbols of traditional Christian plots of paintings. We offer a brief overview of the field of poetics of creating a picture from the point of view of realistic exhaustion and reflection

Историческая память и нарратив: экологические контексты (размышления над книгой)

The article reflects on I.O. Shchedrina’s book Historical Memory and Nar­rative: Ecological Contexts. This monograph falls within the current trend of turning ecology into a universal interdisciplinary methodological principle. Significant for a modern person environment, its Umwelt, is understood by the author as a complex configuration of symbolic worlds and narratives. One of the most important tasks of ecology today, without solving which it is impossible to overcome the ecological crisis, is the formation of ecological consciousness. I.O. Shchedrina justifies the importance of nature saving not with the help of the usual rational natural-scientific approach, but through the emotional, personal, humanitarian sphere – through human memory, self-awareness, narrative, psychological context. In her analysis I.O. Shchedrina re­lies on a wide range of concepts and authors: from psychological interpreta­tions of self-consciousness (L.S. Vygotsky, R. Burns, St. Klein, J. Kihlstrom, V.V. Stolin and others) to the problem of historical and autobiographical narra­tive studies (D. Dennett, G. Genette, F. Lejeune). In I.O. Shchedrina’s concep­tion one can see development and reinterpretation of the ideas of N.F. Reymers and D.S. Likhachev about the ecology of the spirit and the ecology of culture, although these authors are not directly mentioned. By including the concepts of narrative and historical memory into the ecological discourse, I.O. Shched­rina makes a significant contribution to the development of the most important trend of post-non-classical science – the humanitarization of natural-scientific knowledge.

Descartes on Open Knowledge and Human Perfection

Purpose. The purpose is to justify the validity of interpreting Descartes’ teachings as an enquiry into the search for forms and means of improving human nature, which implies a focus on the way he understands the openness of knowledge and education. The problem is considered from the perspective of representatives of university communities (teachers and librarians), historically included in the communication structure and system of the institution, including through the creation, management, use, preservation and dissemination of knowledge. Theoretical basis. One of the tenets of Descartes’ teachings is his desire to improve the human being. For our consideration, it is fundamentally important that Descartes uses "knowledge" not only in a narrow sense – as natural scientific knowledge, but also in a broader sense. In the context of the theme of the study, the most important case is when the thinker recalls the knowledge that every person experiences without referring to philosophy. It is this knowledge that, for Descartes, is key in resolving the central problem of his ethics – how can human nature be perfected? For our consideration of Descartes’ key points, it is fair to focus on the manifestation of the phenomenon of altruism in Descartes’ philosophy and on the representative fact of his inner openness – his willingness to engage in dialogue. He appreciates and encourages his interlocutors to turn to books, which are a form of representation of the vivid personalities of their authors. Originality. For the first time in the research literature, the thesis of René Descartes as one of the forerunners of the open knowledge system is substantiated. The arguments are given for the validity of Descartes’ interpretation of the demand of his own epoch for the search of effective forms of human improvement. Conclusions. The idea of justification of Descartes’ philosophical legacy as a predictor of open knowledge became possible under the condition of paying attention to the anthropological turn he made and finding substantive analogues of openness, including open education. Drawing on Christianity as the basis for altruism, Descartes demonstrates a caring attitude towards the achievements of previous generations on the path of personal self-development. His attention is rightly drawn to education and books as representations of vibrant personalities. Their authentic and productive assimilation is possible only under the condition of a caring attitude towards the public good, which involves the intellectual volunteering of teachers and librarians. It is about self-realization through altruistic self-improvement, i.e. intellectual charity, which is especially evident today during martial law in Ukraine and is voluntary, conscious and free work for the benefit of others.

ПЕРШОЧЕРГОВІ ЦІЛІ ТА ЗАВДАННЯ НА ШЛЯХУ РЕАЛІЗАЦІЇ ІНТЕГРАТИВНОЇ МОДЕЛІ ПРИРОДНИЧОНАУКОВОЇ І ТЕХНІЧНОЇ ОСВІТИ

The article examines the goals and tasks, the fulfilment of which will ensure the successful implementation of the modern model of integration of natural science and technical education. It has been proven that in the near future the most in demand in all branches of the economic sphere will be specialists whose training will combine natural and engineering sciences into a single system. It was determined that the main educational concept should be the concept of STEM education, which will be able to sufficiently provide high-quality training of specialists of the new generation for the needs of the country. The most important tasks that must be completed on the way to the implementation of STEM education are outlined, namely: trengthening the positions of higher education institutions in the global scientific and educational space and training specialists with such a level of natural scientific and technical knowledge that will allow them to carry out scientific and practical activities aimed at to ensure the national security strategy. It is noted that the implementation of STEM education requires understanding and developing the concept of continuous technological education, starting from the first stages of human learning. The need to review, update and improve curricula and educational programs is emphasized, which is explained by the dynamism of the modern educational process, especially in the field of natural and technical sciences.

МОДЕЛЬ ОРГАНІЗАЦІЇ ОСВІТНЬОГО ПРОЦЕСУ ПРИ ВИВЧЕННІ СУЧАСНИХ ПРОБЛЕМ КВАНТОВОЇ ФІЗИКИ

The article examines the problem of ensuring the effectiveness of higher education in Ukraine in the training of specialists in the field of natural sciences, in particular, the possibility of increasing the level of teaching of the discipline “Physics”. The importance of science and high technologies for the protection of Ukrainian sovereignty and the inadmissibility of the outflow of young personnel from the country were emphasized. It was noted that solving this problem requires modernization of the educational process, especially when studying physics as the basis of natural science knowledge, without a thorough study of which it is impossible to train a qualified specialist in the field of any natural science. It was determined that in the structure of the physics course of higher education institutions, the course “Quantum physics” occupies a special place, since the knowledge of quantum physics realized and learned at the appropriate level is important for the formation of students’ general scientific picture of the world. It has been established that one of the most important goals in the education of quantum physics is the systematic familiarization of students with the possibilities and prospects of quantum technologies, as well as the theoretical problems of quantum physics, the solution of which can change the idea of the world structure. To increase the productivity of students’ assimilation of modern problems of quantum physics, a methodical model of the organization of the educational process is proposed using the example of the problem of quark confinement.

An empirical analysis of the relationship between nature of science and critical thinking through science definitions and thinking skills

Critical thinking (CRT) skills transversally pervade education and nature of science (NOS) knowledge is a key component of science literacy. Some science education researchers advocate that CRT skills and NOS knowledge have a mutual impact and relationship. However, few research studies have undertaken the empirical confirmation of this relationship and most fail to match the two terms of the relationship adequately. This paper aims to test the relationship by applying correlation, regression and ANOVA procedures to the students’ answers to two tests that measure thinking skills and science definitions. The results partly confirm the hypothesised relationship, which displays some complex features: on the one hand, the relationship is positive and significant for the NOS variables that express adequate ideas about science. However, it is non-significant when the NOS variables depict misinformed ideas about science. Furthermore, the comparison of the two student cohorts reveals that two years of science instruction do not seem to contribute to advancing students’ NOS conceptions. Finally, some interpretations and consequences of these results for scientific literacy, teaching NOS (paying attention both to informed and misinformed ideas), for connecting NOS with general epistemic knowledge, and assessing CRT skills are discussed.

Learning Readiness and Level of Science Learning Outcomes in Modular Distance Modality

The study investigates the students’ learning readiness and their level of learning outcomes in the science subject during the modular distance modality. The descriptive-correlational design gathered relevant data to determine the relationship between learning readiness and the level of learning outcomes. Through a survey questionnaire, data were gathered from 273 Grade 11 students enrolled in a public High School during the School Year 2021-2022. Based on the results, the students are moderately ready in terms of self-knowledge, analyzing context, and activating knowledge. Similarly, they are also moderately ready in terms of designing learning pathways, clarifying knowledge, and apply understanding. Likewise, the respondents are at the level of moderately engaged in their learning outcomes in Science in modular distance modality as to knowledge in terms of content, process, and nature of science knowledge, and behavior and stewardship; as to skills in terms of science inquiry and self-efficacy; as to attitude in terms of interest and motivation. Finally, a significant relationship was found between learning readiness and the level of learning outcomes in Science in modular distance modality. These results suggest that knowing how learning readiness affects the level of learning outcomes in Science in modular distance modality can help to determine, develop and enhance self-learning materials that the learners may use in the distance modality.

The History of Science in an interdisciplinary approach in the curriculum: broadening horizons for building and mediating learning from the nature of scientific knowledge

To go through the dialogues that interconnect the construction of teacher education from the History of Science, allows to broaden the view of the curriculum in Basic Education, through reflections that guide the construction of knowledge itself. From an initial training course on the History of Science in the Teaching of Chemistry, the research aims to evaluate the initial conceptions of science in a perspective of interconnection between science, technology and society, as well as reveal some conceptions of future teachers about the construction of science and scientific knowledge intertwined with the curriculum. The results guide the need for the insertion of the History of Science in an interdisciplinary approach in the curriculum, especially the construction and mediation of learning through the very nature of this scientific knowledge. Thus, we conclude that the undergraduate students investigated bring a difficulty in understanding the very nature of this scientific knowledge to recognize it as interdisciplinary.

MOKYTOJŲ PASIRENGIMAS ORGANIZUOTI IR REALIZUOTI GAMTAMOKSLINĮ UGDYMĄ PRADINĖJE MOKYKLOJE

There is no doubt that the purpose of general natural science education is the systemic study and knowledge of the basics of natural sciences and the individual, most general laws of nature. Natural science education as a process is directly aimed at assimilation of experience in the field of natural sciences (formation of the system of natural science knowledge, skills, and abilities). In the process of natural science education, a person's orientation toward nature is developed, taking into account the ideas formed in society about the system of relations between nature and man. Personal qualities based on a value approach to nature and the surrounding world are also formed and developed. Primary science education should be systemic, consistent, and of high quality. In a pilot study conducted in 2018, it was established that primary school teachers’ professional preparedness in the field of natural science education remains relevant. Although teachers tend to demonstrate various experiments, researching is not a dominating activity. Also, a similar situation is observed speaking about the use of technology in the educational process. Teacher preparedness to organise and implement science education in primary school is quite uneven. Thus, the main goal of this study is – to analyse preparedness of primary school teachers to organise and implement science education in primary school according to the main scientific fields and their knowledge (the level of knowledge) in the essential fields of natural sciences. This research study based on a prior conducted pilot study, supplements and expands it. 115 primary school teachers from more than 30 Lithuanian schools participated in the study. All subjects by gender are women. It can be reasonably stated that preparedness of primary school teachers in the field of science education is basically average. Preparedness according to the main fields of natural sciences varies quite widely. The best preparedness is fixed in such areas as environmental protection, healthy lifestyle, ecology, etc. These are the areas that express not only the natural science component but also the component of social education. However, in the fields that express the issues of chemistry and physical sciences, the preparedness, though evaluated as positive, is significantly lower. Teachers’ knowledge in the essential fields of natural sciences is also diverse. Teachers feel knowing environmental protection issues best, but the knowledge in the new fields such as Nanotechnology and Genetic Engineering is extremely low. It is necessary to consistently and systematically develop primary school teachers’ natural science competencies, i.e., the ability to organise research-based learning, practical activities in various educational environments (especially in nature). Subject preparation of primary school teachers in the field of natural sciences and especially strengthening the preparedness of future primary school teachers in the field of natural science education, and the change of study programmes in the aspect of natural science content is an urgent problem. Keywords: natural sciences, primary school, professional preparedness, science education